2020-2021 Course Descriptions

CTE200 Teaching Career Technical Education: Foundations for Success (1)

Candidates are introduced to the essential concepts and skills related to teaching career and technical education. Candidates learn the Standards for Career Ready Practices, the Career Technical Education Model Curriculum Standards (Anchor and Pathway Standards), and the Career Technical Education Teacher Preparation Program Standards. Course focus includes CTE Teacher responsibilities including creating engaging lessons, building collaborative partnerships, and maintaining a welcoming safe classroom. Candidates provide a portfolio of evidence to document how they have met the standards.

CTE201 Teaching for Learning in the CTE Classroom (3)

Candidates focus on the theoretical and practical aspects of teaching in the Career and Technical Education classroom. Candidates explore and practice a variety of techniques and strategies for effective instruction, including critical thinking skills and problem based learning. Instructional approaches and assessment procedures are emphasized in order to ensure the candidate’s ability to develop, deliver, integrate and assess their lessons’ effectiveness based on student learning. Candidates learn to make adjustments after reflection and feedback from colleagues.

CCTE202 Health & Safety in the CTE Classroom (1)

Candidates focus on the role of the teacher in fostering a safe classroom environment. This course is designed to prepare educators to consider all health and safety needs within their specific industry. Candidates will prepare a detailed safety plan that will identify components from daily housekeeping to crisis response.

CTE203 Routines and Relationships to Support Post Secondary Success (1)

Candidates learn to create a positive learning environment that is physically, emotionally, and socially safe which recognizes the students’ needs to participate and belong. Candidates are introduced to a variety of approaches to developing systems, routines, procedures, and necessary steps in involving community partners to support all students. Focus is on preparing students for college and career, as well as fostering independent learners.

CTE204 Industry Sector Pedagogy and Practices (3)

Candidates focus on coursework and assignments emphasizing theoretical and practical aspects of teaching the candidate’s Industry Sector. Candidates focus on collaboration with educators to create lessons that cross grade levels as well as content areas. During the course, the candidate will create an inquiry-based Project Based Lesson that focuses on a driving question within their industry.

CTE205 Inclusive Practices in the CTE Classroom (1)

This course is designed to provide the candidate with an understanding of the identification and education of students who exhibit exceptional needs in the areas of: academic achievement (high or low), giftedness, social/emotional skills and/or behavior, in the CTE classroom. Candidates will also be introduced to the Student Study Team process, 504 process and IEP process as well as an overview of general special education law, including the Americans with Disabilities Act, the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act. The course will also focus on developing strategies and supports to meet the needs of all students.

CTE206 Engaging and Equitable Practices for English Learners (1)

Candidates learn and apply pedagogical theories, principles, and instructional practices for comprehensive instruction of English learners. Candidates learn how to develop, deliver, integrate, and regularly assess an instructional program that facilitates English language acquisition and development of academic language by effectively using materials, methods, and strategies so that students acquire listening, speaking, reading, and writing skills in English. Candidates learn how to differentiate instruction based upon their students’ primary language and proficiency levels in English, as well as, consider the students’ culture, level of acculturation, and prior schooling. Candidates learn about state and federal requirements for the placement and instruction of English learners, and ethical obligations for teaching English learners.

CTE283 Support Supervision: Advanced Career Technical Education (1)

Candidates work 1:1 with a support supervisor to build on the practices they have developed during their preparation program. Candidates’ growth and progress is measured in meeting the California Standards for the Teaching Profession (CSTPs). Candidates receive formative and summative feedback which guides a reflective learning process that is documented on the Individual Learning Plan (ILP). Support supervisors facilitate this course based on each candidate’s developmental level and needs. Upon completion of the course, candidates will submit evidence of progress on ILP goals.

CURR231 Math Curriculum & Instruction (2)

Candidates learn a variety of strategies, instructional approaches and assessment procedures to increase their ability to develop, deliver, integrate, and regularly assess mathematics competencies. Candidates demonstrate the ability to understand and teach the progression of the state adopted content standards for all students in mathematics.

CURR232 Beginning Reading Curriculum & Instruction (2)

This course provides candidates with a comprehensive, research-based curriculum addressing the foundational, theoretical, and practical aspects of teaching reading, writing, speaking, and listening to the full range of learners (including struggling readers, students with special needs, English Learners, speakers of non-standard English, and advanced learners). Candidates are provided explicit instruction in beginning reading skills, phonemic awareness, phonics, word analysis, fluency, vocabulary development, and reading comprehension. A variety of strategies, instructional approaches and assessment procedures are emphasized in order to ensure the candidate’s ability to develop, deliver, integrate, and regularly assess the elements of beginning reading that are aligned with the CA state adopted standards. Candidates understand and apply a variety of assessment practices to guide instruction.

CURR234 Building Academic Language (1)

This course provides candidates with a comprehensive research-based curriculum addressing the theoretical and practical aspects of teaching literacy. Candidates will develop an understanding of how proficiency in academic language (the language of literacy and books, tests, formal writing, and academic discourse) is related to achievement in reading, writing, speaking, and listening for a full range of learners (e.g. struggling readers, students with special needs, English Learners, speakers of non-standard English, and advanced learners). This course also stresses the relationship between independent pupil reading of complex text and the improvement of reading in a range of contexts. A variety of strategies, instructional approaches, and assessment procedures are emphasized in order to ensure the candidate’s ability to develop, deliver, integrate, and regularly assess the elements of reading, writing, speaking, and listening as outlined in the CA state adopted standards.

CURR251 Teaching Culturally & Linguistically Diverse Students (1)

Candidates study and discuss the historical and cultural traditions of cultural and ethnic groups in California society. Candidates examine effective ways to include cultural traditions and community values and resources in the instructional program of a classroom and school environment. Candidates explore how to eliminate bias in order to create an equitable classroom community that contributes to the physical, social, emotional, and intellectual safety of all students.

CURR252 Instructional Strategies for English Language Learners (1)

Candidates learn the purposes, goals, and content of the adopted English Language Development standards for the effective teaching and support of English Learners. Candidates learn and apply pedagogical theories, principles, and instructional practices for comprehensive instruction of English Learners. Candidates learn how to develop, deliver, integrate, and regularly assess an instructional program that facilitates English language acquisition and development of academic language by effectively using materials, methods, and strategies so that students acquire listening, speaking, reading, and writing skills in English. Candidates learn how to differentiate instruction based upon their students’ primary language and proficiency levels in English, as well as, consider the students’ culture, level of acculturation, and prior schooling. Candidates learn about state and federal requirements for the placement and instruction of English Learners, and ethical obligations for teaching English Learners.

CURR281 & 282 Support Supervision: CTE (1-2)

Candidates work 1:1 with a Support Supervisor and learn how to meld course content into their teaching practice. Candidates’ growth and progress is measured in meeting the California standards for the Teaching Profession (CSTP’s). Candidates receive formative and summative feedback which guides a reflective learning process and which is documented on the Individual Learning Plan and/or supervisory notes. Support Supervisors facilitate this course based on each candidate’s developmental level and needs.

• CURR281 (1) – First Semester of Initial Preparation Program
• CURR282 (1) - Second Semester of Initial Preparation Program

CURR301 Foundations (1 unit)

As a result of this foundational course, students understand how the elements of the masters program will contribute to their development as a transformational leader. Students will gain the preliminary skills needed to successfully navigate all courses and be prepared for scholarly research and writing.

CURR302 Big Picture: Preparing Students for College, Career, and Community (3 units)

Exploration of equitable learning environments are researched, observed, and discussed. Students examine reforms and innovations in PK-12 education, especially focusing on college and career readiness initiatives and its implications to teaching and learning. Students utilize the Design Thinking model to reimagine solutions to complex educational issues and invent innovative models of schools and classrooms. What would a truly innovative, reform-oriented classroom look like? What changes are needed in the school system? How does an educational leader change the system? What are the implications to teachers who need to prepare students to be engaged in their community through civics and global awareness? These issues are among the topics and questions considered in this course.

CURR303 Innovative Curriculum Development and Assessment (3 units)

Students extend their understanding of how to transition from conventional teaching practices to identifying strategies necessary to design innovative research-based learning environments that will best prepare students for their future. Students will create a Project Based learning unit that incorporates authentic assessments, universal design for learning, real-life applications, and opportunities for reflection. Over the duration of the course, students are challenged to critically reflect on current assessment practices and establish equitable and accurate progress monitoring methods.

CURR304 Applied Research Methodology (5 units)

Students enrolled in this course will deepen their understanding of research design techniques including, but not limited to, empirical research constructs, review of evaluation research and policy analysis, how to read quantitative and qualitative research reports, descriptive and inferential statistics, and basic understandings of the scientific method (problem, hypothesis, data collection, and data analysis). Students will develop, implement, and analyze a teacher action research project that includes the essential elements of effective research methodologies. The focus of the action research project will be defined by the student and will follow guidelines related to the teaching and learning process, be within an appropriate scope of influence, and with a purpose of initiating action to understand or solve a problem.

CURR305 Writing a Literature Review (2 units)

Analysis and synthesis of relevant scholarly research will be employed by the student regarding their topics for the development of the literature review. Specific attention will be paid to topic development, adequate sources, writing style, creation of an outline, and correct citing of research in accordance with the American Psychological Association (APA) Manual for the completion of a final literature review.

CURR321 Research Methods and Application (3)

The purpose of the Research Methods and Application course is to expose candidates to the role of various types of research literature and learn to be informed consumers of research. Topics in this course that help candidates deepen understanding of techniques of research design include, but are not limited to, empirical research constructs, review of evaluation research and policy analysis, how to read quantitative and qualitative research reports, descriptive and inferential statistics, and basic understandings of the scientific method (problem, hypothesis, data collection, and data analysis). Candidates develop a research proposal in this course with essential elements of effective research methodologies.

CURR341 Preparing Students for the 21st Century (3)

Exploration of the context of 21st century learning environments are researched, observed, and discussed. The recent reforms and innovations in P-12 education, especially focusing on college and career readiness initiatives and implications to schools, are examined. Design Thinking is used to challenge candidates to reimagine solutions to complex educational issues and invent innovative models of schools and classrooms. What would a truly innovative, reform oriented, 21st century classroom look like? What are the implications to teachers who need to prepare students to be engaged in civics and global awareness? These issues are among the topics and questions considered in this course.

CURR343 Curriculum for the 21st Century (3)

Candidates extend their understanding of how to transition from conventional teaching practices to identifying and practicing strategies necessary to design 21st century learning environments. Application of Design Thinking for the development of integrated, real-life, inquiry based Project Based Learning units provide the major focus of the course. Candidates consider topics such as authentic assessment and how to embed rigor, relevance, reflection and relationships to enhance P – 12 students’ learning. Candidates are challenged to reflect on the critical need to reinvent how TK-12 students are prepared for their futures.

CURR344 Lesson Study (2)

This course focuses on the sequence of stages teachers attend to in an instructional cycle, or learning cycle, which helps students develop a full understanding of a lesson concept. Co-teaching, co-planning, and reflecting deeply on students’ evidence of learning within a lesson provides opportunities for combining theory and components of effective lesson design.

CURR345 Teacher Action Research (3)

The purpose of the Teacher Action Research course is to help candidates understand a research that is defined to be any effort towards reflective and disciplined inquiry. Course content includes learning the processes of action research, how to conduct action research, and that research can involve a wide array of methods derived from both the quantitative and qualitative domains. The focus of the action research project will be defined by the candidate and will follow guidelines related to the teaching and learning process, be within an appropriate scope of influence, and with a purpose of initiating action to understand or solve a problem.

CURR346 Teacher Leader Lab (3)

This course focuses on preparing teacher leaders who are ready to transform school culture. Development of the understanding of how to implement group processes to make decisions, manage conflict, and promote meaningful change are included among the topics considered as participants learn the traits of effective coaching and practice to hone their skills. The course also covers the theory and practice that underpins the design of effective learning opportunities for adult learners.

CURR347 Theory of Teacher Leadership (1)

The Theory of Teacher Leadership course is designed to explore how social, cultural, and political systems influence education. The theories of social, human, and physical capital as well as cognitive and self theories will be explored with the goal to understand how the actions of a teacher-leader may function to inspire, motivate, and reform educational practice.

CURR384 Writing the Literature Review (2)

Candidates will participate in conversations with faculty, experts, and colleagues on a variety of topics related to the development of a literature review. Specific attention will be paid to topic development, keyword searches, adequate sources, writing style, development of an outline, and correct citing of research in accordance to the American Psychological Association (APA).

CURR385a Masters Project in Educational Inquiry - 1st Semester (1)

This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation. *Candidates are allotted two semesters to complete the project. CURR385a indicates completion of 1 unit of the project.

CURR385b Masters Project in Educational Inquiry - 2nd Semester (3)

This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation. *Candidates are allotted two semesters to complete the project. CURR385b indicates completion of 3 units of the project.

EADM270 Public Schools in a Democratic Society (2)

The purpose of this course is to introduce administrative candidates to the complexities involved in public schooling within a democracy including the relationship of schools to the school community, governmental entities, and community agencies. The course includes discussion and analysis of foundational issues and theories and their relationship to professional practices in schools. The course addresses developing accommodations and modifications to meet the needs of all students, particularly EL and students with disabilities.

EADM271 The Principalship (1)

The purpose of this course is to prepare candidates for school administration. The focus of this course will be on the school principal. Candidates will understand the principal’s role in effective school development. Examination of issues related to site administration will be explored including, but not limited to: building relationships with stakeholders, effective communication, building trust, leadership processes, managing change, organization, time management, personal/professional balance, and the nature of instructional leadership. Accommodations and modifications to meet the needs of all students, particularly EL and students with disabilities will be provided throughout the course.

EADM272 Climate Development, School Culture & Motivation (2)

The purpose of this course is to introduce administrative candidates to important concepts, theories, and practices of educational leadership. Course will review leadership theory, contemporary conceptions of effective leadership, leadership style, and change effort. Candidates will participate in problem-based learning, case study analysis, discussion, and other activities and projects.

EADM273 Supervision of Instruction (1)

This course is designed to develop knowledge, skills related to personnel supervision and management for educators while they prepare to be effective school administrators.

EADM274 School Law (2)

The purpose of this course is to develop the knowledge and skills regarding legal principles, interpretations, and practice governing federal, state, county, and local school administration practices.

EADM275 Administration of Human Resources (1)

This course is intended to develop knowledge, skills, and abilities in human resources management in the public school setting. This course will focus on the information and competence necessary to manage the day-to-day and long-term human resource issues typically experienced by administrators at the school site and district office.

EADM276 Equity & Access (1)

The purpose of this course is to provide administrative candidates with an understanding of the diverse communities that comprise a school community and the need to serve all students. Candidates examine and work to recognize their own attitudes and diminish bias regarding race, gender, ethnicity, culture, sexual orientation, religion, ability, and socio-economic status and understand the role of the school administrator in promoting equitable access to education. Additionally, candidates will assist others in the examination of their attitudes and biases in an effort to promote the equitable access to education for students.

EADM277 Building Partnerships and Community (1)

The purpose of this course is to introduce and examine the values and concerns of the many diverse communities that constitute a school community. Effective ways to involve various communities in the participation of school life are presented. This course examines contextual issues affecting society and the nature of schooling, programs, and strategies that have increased upward mobility among low income and/or minority youth and special needs students. Strategies to bring diverse constituencies into the education decision-making process are emphasized. Understanding diverse constituencies is the central focus of this course. Learning activities are designed to stimulate critical analysis, problem solving, deductive and inductive reasoning, and scholarly discussion. This course addresses developing accommodations and modifications to meet the needs of all students, particularly EL students and students with disabilities.

EADM284 School Finance & Business Administration (1)

The purpose of this course is to introduce administrative candidates to the economics of education, school finance, and school business administration. Candidates will understand public policy regarding the equitable distribution of resources. This course is designed to develop knowledge, skills, and abilities, related to school finance management for educators while they prepare to be effective school administrators.

EADM286C/D Administrative Fieldwork (6)

Fieldwork provides an authentic experience designed to permit the candidate to become familiar with the roles and functions of a school administrator. Candidates are assigned to a school site 12 days over the course of a school year and serve in the capacity of student administrator at that site.

EADM288 Educational Planning, Delivery, and Assessment (2)

Candidates will develop comprehensive plans that focus on analyzing student data, creating goals, providing professional development, curriculum and student intervention implementation and establishing timelines to promote student learning. This course will provide an overview of the six steps of continuous improvement, an understanding of establishing a site council, creating a school plan, state testing, data analysis and the evaluation process.

EADM300V - Administration of Public Schools in a Democratic Society (2)

The purpose of this course is to introduce candidates to the complexities involved in public schooling within a democracy, including the relationship of schools to the school community, governmental entities, and community agencies. The course includes discussion and analysis of foundational issues and theories and their relationship to professional practices in schools. The content addresses the need to serve all students in an inclusive educational environment.

EADM301V - Supervision of Instruction (2)

The purpose of this course is to develop knowledge and skills related to personnel supervision and management including how to engage staff in the continual improvement cycle. Candidates learn strategies to promote collaboration and effective communication during the coaching process to promote equitable classrooms and schools.

EADM302V - Administration of Human Resources (1)

The purpose of this course is to develop knowledge, skills, and abilities related to equitable practices of human resource management in a school system. The focus is on the information and competence necessary to manage the day-to-day and long-term human resource issues typically experienced by administrators including, but not limited to recruitment, collective bargaining, and uniform complaint policy.

EADM303V - Climate Development, School Culture, and Motivation (2)

The purpose of this course is to introduce candidates to practices of educational leadership related to the development of a positive school climate and culture. Candidates learn about theories related to adult learning, motivation, and change to support school improvement. Communities of practice are created based on the facilitation of effective teams that aim to address a problem of practice through an equity lens. This course also covers the development of safe and inclusive school communities.

EADM304V- The Principalship (2 units)

The purpose of this course is to prepare candidates for school administration. Examination of issues related to site administration will be explored including, but not limited to: building relationships with stakeholders, effective communication, managing conflict, building trust, leadership processes, managing change, meeting facilitation, time management, personal/professional balance, and instructional leadership. The principal’s responsibility related to accommodations and modifications to meet the needs of all students, particularly multilingual learners and students with exceptional needs, will be addressed. Candidates conduct a number of self-assessments to examine their leadership strengths and opportunities for improvement. They work to understand the role of the school administrator in promoting equitable access to education by recognizing their own attitudes and diminishing implicit bias regarding race, gender, ethnicity, culture, sexual orientation, religion, ability, and socio-economic status.

EADM305V - Building Partnerships and Community (1 unit)

The purpose of this course is to understand the diverse constituencies within a school community. Candidates explore ways to promote parent education, encourage parent involvement, and support student at-home learning. The course includes a variety of effective practices for school-to-home and home-to-school communication. Strategies to bring diverse constituencies into the education decision-making process are emphasized. Additionally, candidates identify available resources and services from the community to support students and families.

EADM306V - School Finance and Business Administration (1 unit)

The purpose of this course is to introduce candidates to the practices and procedures regarding budgeting and planning for the equitable distribution of funds. Candidates study federal, state, and local legislation concerning school finance with an emphasis on the role of the local control funding formula, categorical, and non-categorical funds. Through the examination of school plans and budget allocations, candidates understand the management of business administration.

EADM307V Educational Planning, Delivery, and Assessment (2 units)

The purpose of this course is to explore the integral role of data in educational planning. Candidates develop comprehensive plans that focus on identifying equity gaps to develop actionable plans. Using a continuous improvement model, candidates analyze a variety of types of site-based data to make informed decisions. Data are viewed with an equity lens aimed at ensuring stakeholders have access and opportunities to learn and thrive. Candidates explore how budget allocations within district and site plans can be used to fund research-based initiatives and staffing to support school improvement. Within the context of the school community and its members, candidates gain an understanding of school site council, state testing, curriculum and instruction, and the evaluation process.

EADM308V School Law (2 units)

The purpose of this course is to develop awareness and understanding of the American legal system, as it applies to public school education. Roles and functions of federal, state, and local laws will be analyzed and applied to the complex and often ambiguous issues faced by school administrators. Additionally, candidates examine the relationship of local law enforcement within the school setting. Candidates focus on legal sources, references, and case studies to further deepen their understanding of the significant implications of the law and its impact on effective educational leadership throughout public schools in the United States.

EADM310V/311V Administrative Fieldwork (3/3)

Fieldwork provides an authentic experience designed to permit the candidate to become familiar with the roles and functions of a school administrator. Candidates are assigned to a school site for a designated number of days each semester and serve in the capacity of a student administrator at that site.

EADM385a Masters Project in Educational Leadership and School Development - 1st Semester (1)

This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation. *Candidates are allotted two semesters to complete the project. EADM385a indicates completion of 1 unit of the project.

EADM385b Masters Project in Educational Leadership and School Development - 2nd Semester (3)

This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation. *Candidates are allotted two semesters to complete the project. EADM385b indicates completion of 3 units of the project.

EADM386 Evidence Based Leadership (4)

Candidates will be introduced to Cycles 1, 2, and 3 of the California Administrative Performance Assessments (CalAPA). Throughout the course, candidates will receive support and tools to assist them in addressing the multiple requirements of each cycle of the CalAPA. Candidates will participate in peer reviews, deep dives into the assessments and rubrics, and be asked to apply theory to the tasks for each cycle.

EADM387V - Evidence-Based Leadership I (1 unit)

Candidates are introduced to Cycle 1 of the California Administrative Performance Assessment (CalAPA). Throughout the course, candidates receive support and tools to assist them in addressing the multiple requirements of cycle 1. Candidates participate in peer reviews, deep dives into the assessments and rubrics, and application of theory to the assessment cycle.

EADM388V- Evidence-Based Leadership II (1 unit)

Candidates are introduced to Cycle 2 of the California Administrative Performance Assessment (CalAPA). Throughout the course, candidates receive support and tools to assist them in addressing the multiple requirements of cycle 2. Candidates participate in peer reviews, deep dives into the assessments and rubrics, and application of theory to the assessment cycle.

EADM389V Evidence Based Leadership III (1 unit)

Candidates are introduced to Cycle 3 of the California Administrative Performance Assessment (CalAPA). Throughout the course, candidates receive support and tools to assist them in addressing the multiple requirements of cycle 3. Candidates participate in peer reviews, deep dives into the assessments and rubrics, and application of theory to the assessment cycle.

ECED344 Lesson Study (2)

This course focuses on the sequence of stages teachers attend to in an instructional cycle, or learning cycle for children aged birth through 8 years. Students develop a full understanding of a lesson concept and collaborate with their peers to develop and teach a lesson. As they reflect deeply on evidence of children’s learning within the lesson, they are given opportunities to redesign critical components and shift their beliefs around effective lesson design.

ECED385a Masters Project in Early Education - 1st Semester (1)

This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation. *Candidates are allotted two semesters to complete the project. ECED385a indicates completion of 1 unit of the project.

ECED385b Masters Project in Early Education - 2nd Semester (3)

This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation. *Candidates are allotted two semesters to complete the project. ECED385b indicates completion of 3 units of the project.

ECED390 Early Foundations in Social, Emotional and Cognitive Development (3)

This course addresses the social, emotional, and cognitive development of young children and the implications for designing effective early childhood education. Students will examine issues of poverty, trauma, culture, and language as they relate to learning and identification of potential learning challenges. Current research will be examined to inform M.Ed. students’ design of 21st century practices that promote enthusiasm, engagement, and healthy social cognitive development for the early learner.

ECED392b Early Language and Literacy (3)

This course is designed for early childhood educators and leaders who will be responsible for developing programs and instruction to advance the language and literacy of young learners from birth to 8 years. The course will include a critical examination of current research, theories, and philosophies regarding the four domains of language development, as well as emergent literacy and biliteracy. Strategies for teaching reading/writing to all young children, including English language learners, is a major focus. Teaching literacy will also be framed by a number of issues including differentiation of instruction, children’s literature, and parental engagement.

ECED398b Authentic Observation and Assessment (3)

This course is designed to develop expertise in students’ current practices in gathering authentic observational evidence to assess the developmental stages of early learners aged birth through 8 years. Examination of observed behaviors will be used to demonstrate how to identify the appropriate placements within learning trajectories, plan curriculum, and select appropriate instructional strategies for children. The course includes exploration of a variety of formal and informal assessments that can be used to develop a description of children’s skills, abilities, interest, and needs.

ECED399 Curriculum Development for the Early Learner (3)

This course provides guidance for the development of curriculum, and opportunities to rehearse and improve pedagogies appropriate for early learners. The coursework will promote an understanding of how specific materials and activities are designed to engage early learners in active, healthy play, artistic expression, and exploration of visual art, music, drama, and dance. Design of mathematics and science curriculum that integrates social skills and builds learning communities will be included, along with examination of the learning trajectories for early learners.

EDSP200 Introduction to Special Education (4)

This course provides candidates with an in-depth examination of the legal and ethical responsibilities of education specialists serving students with disabilities. Candidates will analyze and connect how past and current case law, federal and state mandates influence the development and implementation of Individualized Education Programs (IEPs), Individualized Transition Plans (ITPs), and Individual Family Service Plans (IFSPs). Roles and responsibilities of education specialists as case managers will be explored and practiced. Assessment practices used throughout the IEP and IFSP process (eligibility, development, implementation, and progress monitoring) will be examined and practiced. Collaborative practices for working with families, education staff and related service providers as part of IEPs/IFSPs, will also be addressed.

EDSP201 Positive and Supportive Learning Environments for Students with Disabilities

This course provides education specialist candidates specific strategies for creating and maintaining a positive and supportive learning environment for students with disabilities. Candidates will analyze case law, federal and state mandates, ethical practices, and local policies related to creating and implementing Positive Behavior Support and Behavior Intervention Plans (BIPs) to best meet individualized student needs. Evidence based practices, positive behavioral supports, assessment, interventions, and collaborative practices will be examined within the context of Multi-Tiered Systems and Supports. Candidates will incorporate these practices to create person-centered, classroom-wide and individualized behavior plans to address and support behavioral needs.

EDSP202 Communication & Language Development (1)

This course will prepare candidates to recognize and address the complex communication, social, and sensory needs of students with mild to moderate disabilities, including Autism Spectrum Disorders (ASDs). The relationship between communication, sensory needs and behavior as it impacts social and academic access and progress will be analyzed. Candidates will examine typical and atypical language development as influencing social and academic access, growth, and progress. Candidates will explore strategies, adaptations, accommodations and various technology tools with a goal of creating socially and academically accessible, language-rich environments.

EDSP203 Collaboration and Communication (1)

This course will provide candidates the opportunity to identify, practice, and develop communicative, interpersonal, and collaborative skills. Candidates will develop their capacity to build and maintain effective teams and collaborative partnerships. Conflict resolution and communicative strategies and skills will be explored to support candidates in developing effective and positive collaborative practices with families, paraprofessionals, general and special education colleagues, and related service providers.

EDSP204 Teaching English Learners with Disabilities (1)

This course will provide education specialists with a deeper knowledge in supporting English learners (EL) with disabilities. Language acquisition, appropriate assessment criteria, and the identification process for designating EL students will be examined for candidates to learn to distinguish between EL and disability diagnoses, eligibility, and services. Candidates will apply theories, principles, and strategies of English Language Development to design instruction that best supports English learners with disabilities at their varying levels of language acquisition. Further, candidates explore how culture, ethnicity, gender, and linguistic diversity may disproportionately affect referral and diagnosis of a disability under IDEA.

EDSP205 Equity and Access for Students with Diverse Disabilities (2)

This course introduces candidates to the common characteristics and varying abilities of a diverse population of students with disabilities. Candidates will identify low and high incidence disabilities and determine related supports and services. A specific focus of this course will include equity, accessibility (i.e. assistive technology, augmentative, and alternative communication (AAC)), and inclusive practices for students with disabilities across all educational environments. Candidates will investigate and devise methods for accessing community resources to support students and families. Collaborative strategies for working with related service providers, general and special educators, support personnel, and families will be examined and practiced to support students in a variety of educational settings and their communities.

EDSP206 Child Development and Implications for Teaching and Learning (2)

In this course, candidates seeking credentials to serve students with mild to moderate support needs will examine historical perspectives, research methodologies, and developmental theories of child development. Examination will include typical and atypical physical, cognitive, social, emotional, language, adaptive, and sensory developmental patterns of children from prenatal stages through adolescence, with an emphasis upon prenatal, perinatal and early childhood developmental risk factors. Candidates will gain knowledge of the need for early identification, range of community services and settings, and insight into the unique needs and challenges these children and their families encounter when identified as needing early intervention services and support. Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs) for students with developmental risk factors will be analyzed to gain a deep understanding of the implications and impact upon family dynamics and educational programs.

EDSP207 Engaging and Teaching Students with Autism Spectrum Disorders (ASD) (2)

In this course candidates will examine the characteristics of Autism Spectrum Disorders (ASD), including language development, socialization, and sensory processing. How these characteristics impact social access, communication, behavior, and academic progress will be explored. Candidates will identify, evaluate and utilize current Evidence Based Practices (EBPs) designed to engage and teach unique individuals with Autism Spectrum Disorders. Candidates will develop teaching and programming strategies to serve and support students in generalizing and maintaining skills in their academic and natural environments.

EDSP208 Educating Students with Complex & Diverse Needs (1)

This course will prepare candidates to effectively teach and support students with moderate to extensive, complex social, emotional, behavioral, neuro-behavioral, and mental health needs. Federal, state, and local mandates, policies, and practices for supporting and educating students in their Least Restrictive Environments will be examined within the context of Multi-Tiered Systems and Supports. Specific considerations will be given to support candidates in initiating, participating, and maintaining collaborative partnerships with families, service providers, and community resource personnel. Candidates will identify and demonstrate use of evidence based and culturally responsive instructional, behavioral, and programming strategies and practices to meet the complex and diverse needs of students.

EDSP209 Access and Inclusion for Students with Health, Mobility, Movement, and Sensory Needs (2)

In this course, candidates will demonstrate the ability to support students with mild to extensive healthcare, mobility, movement, and sensory needs. With a goal of providing safe, organized and accessible learning environments, candidates will evaluate educational and assistive technology, strategies, techniques, adaptations, and procedures necessary to create barrier-free learning experiences. An exploration of laws, policies, and procedures, especially those related to health, will be examined to guide practices that support students. Additionally, candidates will be prepared to collaboratively work with families, service providers, and community members to evaluate and determine necessary services and supports to enable students to fully participate in inclusive, specialized, educational environments and their communities.

EDSP210 Special Education: Historical, Political and Personal Implications and Perspectives (1)

In this course candidates examine historical policies, practices, and political influences impacting general and special education law (i.e. Section 504, Individuals with Disabilities Education Act) to provide a context for current models of diverse schooling practices in the United States. Candidates will engage in opportunities to reflect upon individual experiences, values, beliefs, and implicit or explicit biases as they craft a personal philosophy of education to guide the learning experiences they provide to students with disabilities.

EDSP211 Teaching and Engaging Learners with Extensive Support Needs (4)

Candidates seeking an Extensive Support Needs credential will understand, develop, and implement practices to create positive, inclusive, and supportive learning environments to engage all learners requiring extensive support and services (including dually identified English learners). This course includes evidence-based practices and interventions and services within Multi-Tiered Systems and Supports, as determined by the Individualized Education Program. Developing and maintaining positive collaborative relationships with students, families, paraprofessionals, related service providers, and the school community will be examined. Candidates will gain knowledge and engage in 1. creating effective standards-based lessons with clear learning goals and 2. appropriate adaptations, supports and assessment strategies to guide asset-based and accessible instruction.

EDSP212A Foundations of Educational Programming for Students with Extensive Support Needs (2)

This course is the first of two courses that provides candidates with an in-depth examination of the legal and ethical responsibilities of serving students with disabilities from birth through age twenty-two. Candidates will analyze and connect how past and current case law, as well as federal and state mandates, influence the development and implementation of Individualized Education Programs (IEPs), Individualized Transition Plans (ITPs), and Individual Family Service Plans (IFSPs). Roles, responsibilities, legal requirements, and mandates of education specialists as IEP/ IFSP case managers, facilitators, and team members will be examined, practiced, and implemented. Collaborative practices for working with families, education staff, and related service providers as part of IEPs/IFSPs will also be examined.

EDSP212B Assessment and Evaluation of Individuals with Extensive Support Needs (2)

This course is the second of two courses that provides candidates with an in-depth examination of the legal and ethical responsibilities of serving exceptional students with extensive needs. Candidates will gain knowledge of the purpose of authentic and standardized tools used to assess knowledge and skills as part of the IEP process. Further, candidates will engage in practicing and implementing assessments used throughout the IEP/Transition process. Candidates will gain knowledge and experience in collaboratively writing and reporting upon assessment results and making educational programming decisions for students with extensive support needs.

EDSP213 Reading Foundations: From Theory to Practice (3)

This course provides candidates with a comprehensive, research-based curriculum addressing the theoretical and practical aspects of teaching reading to the full range of learners (including struggling readers, students with special needs, English Learners, speakers of non-standard English, and advanced learners).

EDSP214 Integrating Content and Literacy (4)

This course prepares candidates to design and deliver lessons that integrate content area instruction with literacy instruction. Using state adopted English Language Arts/English Language Development, History/Social Studies, and VAPA standards and frameworks, candidates will develop integrated, developmentally appropriate lessons that engage and support all learners. Assessment, analysis of student work, and student self-assessment practices will be examined to support student growth and progress monitoring.

EDSP215 Communication, Sensory Integration and Language Development (2)

This course will prepare candidates to recognize and address the complex communication, social, and sensory needs of students with mild to moderate disabilities, including Autism Spectrum Disorders (ASDs). The relationship between communication, sensory needs and behavior as it impacts social and academic access and progress will be analyzed. Candidates will examine typical and atypical language development as influencing social and academic access, growth, and progress. Candidates will explore strategies, adaptations, accomodations and various technology tools with a goal of creating socially and academically accessible language rich environments.

EDSP216 The Teaching and Learning Cycle: Refining Practice and Pedagogy (2)

This course provides education specialist candidates seeking an extensive support needs credential the opportunity to collaboratively engage in the teaching and learning cycle. Building on prior coursework, candidates will focus on instructional planning, teaching, and reflective analysis and evaluation of student learning. Candidates will examine student assessment outcomes to effectively determine next steps in re-teaching for understanding and attainment, or building upon concepts and skills to expand student learning and progress. Central to the process will be a focus on differentiation, alignment to Universal Design for Learning (UDL) principles, California Common Core State Standards, and IEP goals and objectives.

EDSP217 Integrated Teaching and Learning in STEM (3)

This course prepares candidates to teach math and science utilizing state-adopted Math standards and Next Generation Science Standards (NGSS) in a developmentally appropriate manner. Candidates will develop lessons and implement integrated math and science curriculum utilizing Universal Design for Learning (UDL) principles and instructional strategies to teach a wide range of learners with extensive support needs (including dually identified English learners). Further, candidates will explore Science Technology Engineering and Mathematics (STEM) education as applicable to students with extensive support needs to provide equitable and inclusive learning opportunities. Educational technology will be an integral component of this course as candidates explore innovative ways to integrate and support student learning and progress.

EDSP230 Curriculum, Environments and Intervention for Early Childhood Education (4)

This course will prepare candidates to create and maintain inclusive learning environments that foster development and learning across all developmental and curricular domains for infants, toddlers, preschoolers, and Kindergarteners with disabilities. Candidates will gain an in-depth knowledge of planning and implementing Universal Design for Learning (UDL) with a focus on establishing appropriate goals and designing barrier free access to learning. Candidates will practice implementing developmentally appropriate curriculum, instruction, and interventions in natural settings (home, child care, school, and community). Exploring culturally and linguistically responsive pedagogies and practices will be an integral part of this course. Collaboration and consultation skills will be introduced and practiced as a critical skill for effectively working with families, educators and paraeducators, and related service providers.

EDSP231 Assessment and Evaluation for Early Childhood (2)

This course provides candidates with an in-depth examination of the legal and ethical responsibilities of serving exceptional students from birth to Kindergarten. Candidates will gain knowledge of the purpose, characteristics, and use of the range of assessments and evaluations to inform the development and implementation of Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs), instruction, interventions, and outcomes. The interrelationship between early identification and early childhood special education services will be examined with an emphasis upon cultural, developmental, and linguistically appropriate assessment and evaluation tools and methods. Further, candidates will explore how culture, ethnicity, gender, and linguistic diversity may disproportionately affect early identification and referral for special education services. Collaborative practices with transdisciplinary teams and families to assess, evaluate, write, report results, and make educational programming decisions will also be examined and practiced.

EDSP 232 Communication , Language and Literacy Development in Early Childhood (3)

This course will prepare early childhood education specialist candidates to recognize and address early complex communication, language, and literacy needs of all students with disabilities. Candidates will examine and facilitate integration of early literacy skills in students' natural environments. State adopted foundations and standards will be examined to provide candidates with an in-depth understanding of the expected hierarchical acquisition of communication, language, and literacy skills for early learners. Candidates will utilize this knowledge to plan, develop, and assess rich learning environments. Strategies that incorporate person/family centered collaboration, and consultation will be applied to support early learners.

EDSP233 Planning and Assessing for Learning (1)

This course is a draft course in progress. It will be designed to support candidates in developing an understanding of the Teaching Performance Expectations as they impact their skills, knowledge, and emergent teaching practices in early childhood special education. This course will be designed to support candidates in Cycle 2 of the SPED Cal TPA.

EDSP287 Support Supervision: ASDAA (1)

Candidates work 1:1 with a support supervisor and learn how to meld course content into their teaching practices. Candidates’ growth and progress is measured in meeting the Autism Spectrum Disorders Added Authorization standards. Candidates receive formative and summative feedback which guides a reflective learning process. Support supervisors facilitate this course based on each candidate’s developmental level and needs.

EDSP289 Support Supervision: ECSEAA (1)

Candidates work 1:1 with a support supervisor and learn how to meld course content into their teaching practice. Candidates’ growth and progress is measured in meeting the Early Childhood Special Education Added Authorization standards. Candidates receive formative and summative feedback which guides a reflective learning process. Support supervisors facilitate this course based on each candidate’s developmental level and needs.

EDUC100 Technology to Support Teaching & Learning (1)

Educational technology refers to various tools, applications, and resources that can be used to facilitate teaching and learning. With an introduction to the International Society for Technology in Education (ISTE) standards for students and educators, candidates will explore technology as a tool to improve the teaching and learning process. In this introductory course, candidates will learn to use various tools to increase student interaction and access to the curriculum, present content, build community, and assess learning.

EDUC101 Setting the Stage for Learning (2)

California is a state rich in diversity. Preparing to effectively teach all learners is a complex responsibility. In this course, candidates are introduced to the California Teaching Performance Expectations (TPEs), which provide guidance for teaching practices and meeting the needs of all students. Cultural and linguistic backgrounds, assets, and needs of students will be examined and discussed as they apply to teaching and learning. Emphasis is placed on the need for a climate of caring, respect and fairness for all students. Establishing a physically, socially, emotionally, and safe environment is explored in relation to classroom management and learning. The Universal Design for Learning (UDL) and Positive Behavior Interventions and Supports (PBIS) Frameworks will be examined. Candidates explore techniques that foster learning and use motivation as a key to discipline. Personal, professional, legal and ethical issues related to meeting the needs of all learners are explored.

EDUC102 Equitable Access for English Learners (2)

Developing an understanding of how to provide English learners equitable access to the state adopted content standards is the focus of this course. An introduction to EL identification, first and second language acquisition theories and understanding students' needs and assets will provide a foundation to support English learners. Candidates will examine how the ELD Standards are used by all teachers in tandem with Content standards to support content, language and literacy development.

Research-based practices will be introduced to support the development of broadly literate individuals who can be successful in college, career and civic life in the 21st Century. These practices will be applied to the Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS) Frameworks.

EDUC103 Planning Instruction (2)

Understanding how students develop cognitively, socially and emotionally, lays the foundation for this course. Using current research about how people learn, candidates will examine ways to create learning environments and practices appropriate for all students. With a focus on providing universal access, candidates will be introduced to standards-based lesson design with an understanding of student variability, and the role instructors play in meeting individual needs while validating each student’s culture and assets. Collaboration with students, families, care takers, colleagues and support staff, as a tool for supporting every student will be emphasized.

EDUC104 Preparing to Teach Reading (1)

An introduction to the developmental stages of literacy is the focus of this course. Candidates are provided explicit instruction in creating a motivating, literacy rich environment which integrates reading, writing, listening, and speaking for a full range of learners. The role of read-alouds is emphasized to engage learners of all ages in literacy development. Shared responsibility of caretakers and the school community in students’ literacy development is identified.

EDUC105 Preparing to Teach and Assess (1)

The cyclical process and practice of curricular planning, teaching, assessing, and analyzing student work to guide instruction for all students inclusive of diverse student populations, is a practice all educators must embrace. In this course candidates will gain an understanding of this cyclical process within the Multi-tiered Systems of Supports (MTSS) model as it pertains to access for all, curriculum, instruction, interventions, progress monitoring, and data driven decisions. Candidates practice effective standards-based lesson design, incorporating principles of Universal Design for Learning (UDL). A variety of accommodations and modifications will be introduced. This course will expose candidates to various types of assessment, i.e. diagnostic, informal, student self-assessment, and formal, and how they are utilized for student progress monitoring and guiding instructional and intervention practices.

EDUC200A Teaching for Learning 1: Multiple Subject (4)

The semester one coursework develops candidates’ ability to successfully establish relationships with their students and foster positive interactions with parents and the school community. Creating learning environments that engage all learners (e.g. English learners, students with special needs) requires candidates to implement norms and routines for classroom work and discourse, design effective standards-based lessons with clear learning goals, and use assessment data to inform instruction. In collaboration with TCSJ faculty or master teachers, candidates reflect upon their own teaching in order to improve their understanding of the complexity of instruction and the professional responsibilities of educators.

EDUC201A-D Support Supervision: Multiple Subjects (1-4)

Candidates work 1:1 with a Support Supervisor and learn how to meld course content into their teaching practice. Candidates’ growth and progress is measured in meeting the Teaching Performance Expectations (TPEs). Candidates receive formative and summative feedback which guides a reflective learning process and which is documented on the Individual Learning Plan (ILP) and/or supervisory notes. Support Supervisors facilitate this course based on each candidate’s developmental level and needs.

EDUC201 requires concurrent enrollment for interns in EDUC202.

EDUC202A-D Practicum: Multiple Subjects (2-8)

With the support of TCSJ Faculty and site/district-based professionals (mentors, master teachers, coaches, supervisors and colleagues), candidates apply the principles and pedagogy learned in coursework by serving as the “teacher of record” or resident in a local K-12 setting aligned to the credential being sought.

EDUC202 requires concurrent enrollment for interns in EDUC201.

EDUC210A Teaching for Learning 1: Single Subject (4)

The semester one coursework develops candidates’ ability to successfully establish relationships with their students and foster positive interactions with parents and the school community. Creating learning environments that engage all learners (e.g. English learners, students with special needs) requires candidates to implement norms and routines for classroom work and discourse, design effective standards-based lessons with clear learning goals, and use assessment data to inform instruction. In collaboration with TCSJ faculty, candidates reflect upon their own teaching in order to improve their understanding of the complexity of instruction and the professional responsibilities of educators.

EDUC211A-D Support Supervision: Single Subject (1-4)

Candidates work 1:1 with a Support Supervisor and learn how to meld course content into their teaching practice. Candidates’ growth and progress is measured in meeting the Teaching Performance Expectations (TPEs) Candidates receive formative and summative feedback which guides a reflective learning process and which is documented on the Individual Learning Plan (ILP) and/or supervisory notes. Support Supervisors facilitate this course based on each candidate’s developmental level and needs.

EDUC211 requires concurrent enrollment for interns in EDUC212.

EDUC212A-D Practicum: Single Subject (2-8)

With the support of TCSJ Faculty and site/district-based professionals (mentors, master teachers, coaches, supervisors and colleagues), candidates apply the principles and pedagogy learned in coursework by serving as the “teacher of record” or resident in a local K-12 setting aligned to the credential being sought.

EDUC212 requires concurrent enrollment for interns in EDUC211.

EDUC220A-L Content Specific Pedagogy (3)

The Content Specific Pedagogy course prepares candidates as they develop an understanding and working knowledge of the most current state-adopted Standards and Frameworks and the teaching practices and methods to support learning. Candidates will focus on developing and implementing lessons that integrate content, academic literacy and language development skills that engage and support all learners. This course prepares candidates to create learning goals and select 21st Century teaching and learning strategies and approaches that can be adjusted to meet the individual needs of all students in a diverse secondary classroom in California.

*This course can be used to meet the requirements for adding a single-subject authorization to an existing general education credential. Pre-requisite-Proof of Subject Matter Competence (CSET).

EDUC221A Planning & Assessing for Learning I (1)

This course is designed to support candidates as they demonstrate an emerging understanding of the Teaching Performance Expectations and teaching for learning in a standards-based context. With a focus on formative assessment and standards aligned content, candidates will be guided to develop, implement and assess a standards-aligned lesson. An opportunity to record and reflect upon teaching individually and collaboratively will guide the analysis of lesson delivery decisions.

EDUC221B Planning & Assessing for Learning II (2)

This course is designed to build upon candidates’ understanding of each of the stages in a teaching and learning cycle (plan, teach, assess, reflect, revise). Candidates will apply principles of Universal Design for Learning as they co-plan, teach, assess and reflect deeply on evidence of learning within a lesson. Throughout this course candidates will explore the purpose and characteristics of a variety of assessments and the elements of effective lesson design to support student learning.

EDUC222 Teaching for Learning in a Global Society (2)

In an ever-changing global society, it is imperative for students to develop the knowledge and skills that will support their learning in college, career and civic life. In this course, candidates will learn about specific strategies and current approaches that support college and career readiness. With a focus on the role of technology and 21st Century skills, candidates will develop an understanding of how secondary education practices can provide more equitable access to post-secondary success.

EDUC223 Examining Belief Systems as a Professional Educator (1)

This course is designed to provide candidates with an opportunity to explore, self-assess and reflect upon how some of their values, beliefs and implicit or explicit biases shape the learning experiences they provide to their students and how they interact with the larger learning community. With an increased awareness, candidates will be prepared to identify areas for continued growth.

EDUC230A Foundations of Reading (2)

This course provides candidates with a research-based curriculum addressing the theoretical and practical aspects of teaching reading to the full range of learners (including struggling readers, students with special needs, English Learners, speakers of non-standard English, and advanced learners).

EDUC230B Foundations of Reading (3)

This course provides candidates with a research-based curriculum addressing the theoretical and practical aspects of teaching reading to the full range of learners (including struggling readers, students with special needs, English Learners, speakers of non-standard English, and advanced learners).

EDUC231 Integrated Literacy (3)

This course supports candidates as they plan for effective instruction, integrating literacy and social studies. Using the most current State adopted ELA/ELD and History/Social Science standards and frameworks as a foundation, candidates will develop and sequence lessons that engage and support all learners using developmentally appropriate instructional strategies and assessments. Candidates learn to create student tasks that are aligned to standards-based learning goals. Additionally, analysis of student work to inform instruction, reflection and communication about student progress will be a focus.

EDUC231A Integrated Literacy (2)

This course supports candidates as they plan for effective instruction, integrating literacy and social studies. Using the most current State adopted ELA/ELD and History/Social Science standards and frameworks as a foundation, candidates will develop and sequence lessons that engage and support all learners using developmentally appropriate instructional strategies and assessments. Candidates learn to create student tasks that are aligned to standards-based learning goals. Additionally, analysis of student work to inform instruction, reflection and communication about student progress will be a focus.

EDUC232 Universal Lesson Design in STEM (3)

Candidates learn the principles of Universal Lesson Design (UDL) and their role in creating a safe, positive, and equitable learning environment. Coursework emphasizes the application of UDL in the development of integrated science, technology, engineering, and math lessons that incorporate the most current State adopted NGSS and mathematics content standards and frameworks, plus the appropriate use of a Multi-Tiered System of Support (MTSS) to support and engage all learners. Candidates learn a variety of appropriate and innovative ways to use technology as a tool to build student engagement, provide equitable learning opportunities, support digital citizenship, assess learning, and communicate with parents. A culminating project in this course introduces candidates to the basic components of a lesson study, with an emphasis on differentiated learning activities, assessment practices, and analysis of student work.

EDUC233A Lesson Study (2)

Candidates build on prior coursework in lesson study, focusing on instructional planning, teaching, and reflective evaluation of student learning. Candidates will use student assessment outcomes as a foundation for designing further instruction that reteaches or builds additional content knowledge and/or skills.

EDUC240: Residency Summer Intensive (2)

Phase 1 of the Residency@TCSJ program is designed to prepare incoming residents for their classroom placements, acquaint them with the goals of the program, and establish strong partnerships between residents, master teachers, and school sites and districts of placement. Residents become familiar with the CA State Standards and Frameworks, the Essentials for Teaching Observation Rubric, and Teacher Performance Expectations for both general education and special education. They become familiar with research and practices that support teaching and learning in the 21st Century including, but not limited to: 21st Century Skills, Universal Design for Learning, and Restorative Practices. Residents have the opportunity to examine and reflect on their beliefs about teaching and learning as well as their own implicit and explicit biases.

EDUC241: Creating Inclusive Learning Environments (2)

This course focuses on establishing caring, equitable, and inclusive environments where PK-12 students feel safe to take intellectual risks. Through conducting a classroom equity audit, residents evaluate and reflect on the establishment of high expectations for ALL learners. To prepare to design lessons that meet the needs of all learners, residents select focus students and identify those students’ assets, funds of knowledge, needs, identify their Individualized Educational Program goals, demographic and assessment data, and English learner acquisition levels. Residents explore research related to social, cognitive, and self-theories in order to build and develop relationships with students and with parents/guardians. Residents develop an understanding of key research findings regarding how people learn.

EDUC242: Planning and Implementing Lessons that Engage and Support ALL Learners (4)

In Phase 3, Residents complete the first Teaching Performance Assessment which includes understanding the principles of Universal Design for Learning, identifying barriers and providing opportunities for ALL students to access instruction in equitable and engaging ways. Residents design and teach a rigorous, standards-based lesson with multiple modes of engagement, representation, and action and expression that meets the needs of all students including those on IEPs and EL students. With the master teacher’s guidance, residents begin to plan and implement small group, differentiated instruction as well as small group interventions utilizing appropriate accommodations and modifications. Residents understand the theories, principles, and instructional practices of English language development and design instruction that supports and engages English learners at their various levels of language acquisition. Residents learn to distinguish between language acquisition and disability when assessing English language learners. Residents understand the variety of interventions and services available to students with behavioral, social, emotional, trauma and mental health needs and know how to engage in services. Finally, residents become familiar with the International Standards for Technology in Education (ISTE) as well as different types of technology used in the classroom including assistive technologies.

EDUC243: Planning and Implementing Units that Engage and Support ALL Learners (4)

Phase Four of the residency year moves residents from observers to practitioners. Residents participate in a cycle of lesson design, teaching, assessment, reflection, and application. Residents incorporate Universal Design for Learning principles to ensure equitable access for all learners, integrate meaningful technology, craft appropriate formal and informal assessments with rubrics, and interpret those assessments to construct purposeful interventions and/or extension activities. Much emphasis is placed on understanding a variety of types and purposes of assessments for both general and special education populations.

EDUC 244: Developing as a Reflective Practitioner (1)

In the final phase, residents take control of the decisions made in the classroom while master teachers continue to provide opportunities for ongoing learning through reflection. Emphasis is placed on administering and interpreting assessments in both general and specialized settings as well as participating in the collaborative development of IEP/IFSP/ITP goals. Residents learn and design reading instruction appropriate for all levels of reading skills acquisition in preparation for competency in reading instruction. They create an inquiry-based Project Based Learning (PBL) unit that includes integrated content, real-life applications, opportunities for reflection, and authentic assessments. Finally, residents design, implement, summarize, and present an action research project.

EDUC 244a: Residency Practicum (2)

Master teachers model the creation of a caring, equitable, and inclusive environment through the development of routines, norms, and procedures planned before students enter the classroom. Residents observe a variety of lessons and engage in lesson co-planning and on-going reflection.

EDUC 244b: Residency Practicum (1)

With the master teacher’s guidance, residents begin to plan and implement small group, differentiated instruction as well as small group interventions utilizing appropriate accommodations and modifications. Residents are guided to develop and deliver single lessons that address the needs of all learners utilizing Universal Design for Learning Strategies.

EDUC 244c: Residency Practicum (1)

With the master teacher’s guidance, residents participate in a cycle of lesson design, teaching, assessment, reflection, and application. In planning this lesson sequence, residents will reflect and plan with their master teacher to ensure equitable access for all learners, support all learners in the acquisition academic language, integrate meaningful technology, craft appropriate formal and informal assessments with rubrics, and then interpret those assessments to construct purposeful interventions and/or extension activities.

EDUC 244d: Residency Practicum (2)

Residents take control of the decisions made in the classroom while master teachers continue to provide opportunities for ongoing learning through reflection.

EDUC245: Developing as a Reflective Practitioner (1)

In the final phase, residents take control of the decisions made in the classroom while master teachers continue to provide opportunities for ongoing learning through reflection. Emphasis is placed on administering and interpreting assessments in both general and specialized settings as well as participating in the collaborative development of IEP/IFSP/ITP goals. Residents learn and design reading instruction appropriate for all levels of reading skills acquisition in preparation for competency in reading instruction. They create an inquiry-based Project Based Learning (PBL) unit that includes integrated content, real-life applications, opportunities for reflection, and authentic assessments. Finally, residents design, implement, summarize, and present an action research project.

MIAA310 Teacher Action Research (1)

MIAA candidates’ Demonstration of Advanced Practices and knowledge regarding the challenges of developing mathematics literacy among California’s diverse student population will be evidenced in their Teacher Action Research through their specialized mathematical knowledge for teaching and thinking, as well as their pedagogical knowledge and practices for teaching mathematics. The candidates will gather evidence from each grade span and focus of each course (see Demonstration of Advanced Practices in each course description) included in the TCSJ MIAA program that will serve as proof of their expertise. Lessons, student work, and reflections will also be included from the candidates’ fieldwork lesson studies. The final research will be submitted in a format ready for publication, supported by a portfolio of evidence from the MIAA fieldwork that is embedded within course expectations as well as the lesson studies. The candidates’ study is presented to program instructors and peers upon completion of the program.

MIAA320 Mathematical Discourse (1)

Mathematical Discourse focuses on the challenges of developing mathematics literacy among California’s diverse student population and developing strategies for teachers that cultivate and advance positive attitudes and critical thinking among their students in mathematics. The course is designed to attend to the specialized vocabulary embedded within mathematics and build understanding of effective pedagogical practices that enable teachers to facilitate meaningful discourse about mathematics as well as encourage and maintain the engagement of all learners while addressing the Mathematics Practice Standards. Content also includes how to analyze K-Algebra One/Integrated One students’ questions, how to develop questions that promote critical thinking and strategies that maintain high levels of cognitive demand throughout mathematics lessons.

MIAA330 Mathematics Assessment (1)

Understanding what K-Algebra One/Integrate One students know about mathematics and the implications to instruction is the focus of the course, Mathematics Assessment. A variety of assessment types are explored and developed with particular attention to error analysis, learning trajectories, language assessments, formative and summative (site-based and California Common Core State Standards based) assessments. All discussions and assignments surrounding the varied assessments include the implications to instruction and how to help students use their results to improve their own understanding of mathematics. Teachers work together to determine what K-Algebra One/Integrated One students’ demonstrations of understanding, fluency, or proficiency in mathematics look like and what type of assessment(s) are appropriate. Included in the coursework are techniques for communicating progress to parents, colleagues, and other appropriate service providers. This course prepares students for the course, Equity in Mathematics: Intervention, Accommodation and Differentiation.

MIAA340 Equity in Mathematics: Intervention, Accommodation, and Differentiation (2)

Building directly from the information in the course, Mathematics Assessment, the expectations of the coursework in Equity in Mathematics: Intervention, Accommodation and Differentiation require that the results of K-Algebra One/Integrated One students’ assessments inform MIAA candidates’ evaluation, modification, design and implementation of interventions, accommodations and differentiation based on the California Common Core State Standards for Mathematics. MIAA teacher teams will design and implement targeted instruction appropriate for each grade span that promotes all students’ equitable access to learn high-level mathematics.

MIAA350 Mathematics Instruction: Content, Representations, and Theories (3)

Implications to instruction based on the rigorous skills, concepts, and ways of thinking that are essential to students’ success and engagement in doing mathematics provide the framework for Mathematics Instruction: Content, Representations, and Theories. The coursework is meant to increase the mathematical understanding of both the MIAA candidate and K-Algebra One/Integrated One students. Maintaining the collaborative philosophy of the program, participating teachers are challenged to ensure that everyone in their class has a shared understanding of what the mathematics means as well as the proper sequencing and scaffolding of the content. This course prepares MIAA candidates for the capstone course, Designing Mathematics Instruction.

MIAA360/370 Designing Mathematics Instruction and Fieldwork (5)

With attention to the California Common Core State Standards for Mathematics and building on the knowledge gained within the previous courses, the MIAA candidates collaborate with peers (pre-service, novice, and experienced) through co-planning of instructional units and co-teaching to improve student learning. Participants learn to design effective mathematics lessons for each grade span (K - Algebra One/Integrated One) and to plan and implement lessons specified within their units of mathematics content/instruction. All planning attends to the mathematics content as well as the developmental and cultural needs of the diverse student population of California. The MIAA candidate’s demonstration of their ability to address the complex interplay of mathematics content and pedagogy for effective teaching for each grade span is the purpose of their capstone project.

SPED233 Language Arts & Writing Curriculum & Instruction (1)

Candidates focus on theoretical and practical aspects of teaching reading, writing, speaking, and listening to all students. A variety of strategies, instructional approaches and assessment procedures will be emphasized to ensure the candidate’s ability to develop, deliver, integrate, and regularly assess student progress in a high-quality reading and writing program. Particular attention is paid to small class settings and meeting the needs of culturally, linguistically, and intellectually diverse students.

SPED244a: Residency Practicum (1)

Residents work with special education guiding teachers to collaboratively develop and implement Individualized Education Program (IEP) goals, collaborate with families and related services personnel to support students with mild to moderate support needs in a wide variety of general education and specialized academic instructional settings.

SPED244b: Residency Practicum (1)

Residents work with special education guiding teachers to apply and collaboratively implement supports needed to establish and maintain student success in the least restrictive environment and understand how to hold IEP meetings according to the guidelines established by legislation and case law.

SPED244c: Residency Practicum (1)

Residents work with special education guiding teachers to utilize assessment data to address the unique learning, sensory and access needs of students with specific challenges.

SPED 244d: Residency Practicum Extensive Support (2) *

Master teachers model the creation of a caring, equitable, and inclusive environment through the development of routines, norms, and procedures planned before students enter the classroom. Residents observe a variety of lessons and engage in lesson co-planning and on-going reflection.
*Course subject to approval in August 2021

SPED 244e: Residency Practicum Extensive Support (1) *

Residents work with master teachers to collaboratively develop and implement Individualized Education Program (IEP) goals, utilize appropriate accommodations and modifications, and collaborate with families and related services personnel to support the needs of students. Residents are guided to develop and deliver single lessons that address the needs of all learners utilizing Universal Design for Learning Strategies.
*Course subject to approval in August 2021

SPED 244f: Residency Practicum Extensive Support (1) *

Residents work with master teachers to apply and collaboratively implement supports needed to establish and maintain student success in the extensive support needs setting and understand how to hold IEP meetings according to the guidelines established by legislation and case law. With the master teacher’s guidance, residents participate in a cycle of lesson design, teaching, assessment, reflection, and application. In planning this lesson sequence, residents will reflect and plan with their master teacher to ensure equitable access for all learners, integrate meaningful technology, craft appropriate formal and informal assessments with rubrics, and then interpret those assessments to construct purposeful interventions and/or extension activities.
*Course subject to approval in August 2021

SPED 244g: Residency Practicum Extensive Support (2) *

Residents work with master teachers to utilize assessment data to address the unique learning, sensory and access needs of young children with specific challenges. Residents take control of the decisions made in the classroom while master teachers continue to provide opportunities for ongoing learning through reflection.
*Course subject to approval in August 2021

SPED251 Diverse Learners with Disabilities (1)

This course introduces candidates to the common characteristics, varying abilities, and disabilities of a diverse student population. The intern candidate will examine communication development and discuss intervention strategies for both primary and second language learners. Candidates will closely examine characteristics of low and high incidence disabilities in order to secure resources and develop appropriate intervention strategies that promote student progress. Expected ranges of developmental milestones will be reviewed in conjunction with disabilities. Differences in culture, ethnicity, and socio-economic status of exceptional learners will be explored in order to apply principles of equity in educational practices and family relationships. Candidates will receive support in their role as the teacher of record by sharing successes and challenges with the instructor and their cohort colleagues.

SPED258 Communication & Behavior for Autism Spectrum Disorders (2)

Candidates focus on students with Autism Spectrum Disorder (ASD) who manifest atypical development of language, socialization, and sensory processing, resulting in significant communication and behavioral differences. Candidates consider the relationship between communication and behavior and its impact on social access and academic progress. Candidates investigate academic environments and strategies that address the communication and behavioral needs of students with ASD.

SPED259 Programming Strategies for Students with Autism (2)

Candidates are presented research-based approaches to teaching students with Autism, as well as, effective strategies currently approved and used in practice. These may include Applied Behavior Analysis, Discrete Trial Training, Pivotal Response Training, Structured Teaching, and Direct Instruction. Candidates focus on visual strategies, picture exchange communication, and social stories. Candidates discuss and apply available assessment tools and data collection procedures as they relate to the development and implementation of lesson plans through the use of effective research-based teaching strategies.

SPED260 Positive Behavior Management (2)

This course provides candidates specific strategies for creating and maintaining a positive and supportive learning environment for students with mild/moderate and moderate/severe disabilities. Exploration of proactive interventions to prevent discipline issues will be incorporated throughout the course including various positive behavioral supports. Development of effective Classroom Management Plans and Behavioral Support Plans, individualized to meet each student’s needs will be stressed. Behavior interventions based upon person-centered values and developed in a collaborative, assessment-based process, incorporating positive and effective interventions, will be incorporated targeting the student’s behavioral deficits.

SPED261 Assessment of Learning and Teaching (2)

This course provides candidates with the knowledge of basic principles and strategies related to using and communicating the results of a variety of assessment and evaluation approaches appropriate for general and special education students with mild/moderate or moderate/severe disabilities. A variety of non-biased standardized techniques, instruments and processes that are functional, curriculum-referenced, performance-based, and appropriate to the diverse needs of individual students will be examined. Candidates will become familiar with authentic and standardized tools used to assess the developmental, academic, behavioral, social, communication, vocational, and community life skill needs of students. Candidates will be able to make educational and programming decisions based on their assessment results. Candidates will also gain knowledge related to sharing assessment results in a fashion that is meaningful to fellow teachers and your students’ families.

SPED262 Typical & Atypical Development (2)

Candidates examine developmental theories and investigate research methodologies as well as risk factors that can influence a child’s developmental competencies. Candidates focus on typical and atypical developmental patterns of children due to prenatal, perinatal and early childhood developmental risk factors. Candidates explore interventions in a range of community settings that address the unique needs of these children and their families and Individualized Family Service Plans (IFSP’s). Early identification and intervention is covered as well as examining a variety of settings serving children with disabilities and their families.

SPED264 Collaboration Skills (2)

The purpose of this course is to provide basic communication skills for developing and maintaining interpersonal relationships that serve as a basis for effective collaboration and teaming, particularly in a special education setting. Candidates understand that collaboration helps educators develop interventions for complex student needs with the expertise of all necessary individuals and information required to develop the individualized program for each unique learner. Candidates describe the need for collaboration, define, characterize, and create a framework for successful collaboration. Candidates also explore common barriers to and successful components of successful collaboration including role clarity, interdependence, vision-driven solutions, and a focus on child and families as full partners in systems of care. The practical application of these skills in the candidate’s classroom is supported and evaluated with the Practicum.

SPED266 History & Philosophy of Special Education (1)

Candidates review the history of education, including early childhood education and the philosophies adopted as a basis for subsequent models for schooling in the United States. Candidates examine public school in the U.S. from its early beginning, when schools were maintained for religious purposes, up to the diverse schools of today. Candidates explore the historical and political influences on special education policies and practice, including early childhood special education. Candidates examine the Individuals with Disabilities Education Improvement Act of 2004 and Section 504. Professional, legal, and ethical obligations of teaching are examined. Candidates weave together theory and their own field experience to explore these issues as they pertain to a variety of special education settings.

SPED267 Autism Spectrum Disorders (1)

The course will provide you with a basic understanding of Autism Spectrum Disorders (ASD) and teaching strategies. We will cover the major developmental delays and deficits that are common with Autism, including academics, social skills, and communication. You will be presented with research-based approaches to teaching students with Autism, as well as, known effective strategies, currently approved and used by teachers in the field. These will include positive behavior management, Discrete Trial Training, visual systems, social stories, PECs, TEACHH, Direct Instruction, schedules, assessment, and data collection. Candidates will have the opportunity to develop lesson plans and materials using these strategies and practice putting them to use in class. Additionally, this class will provide excellent resources for further education and knowledge in the field of Autism.

SPED270 Curriculum & Instruction for Students with Moderate/Severe Disabilities (2)

Candidates are presented instructional models, methods, and materials for students with moderate/severe disabilities. General education curriculum scope and sequence are explored. Candidates address techniques for developing programs across academic, life skills, community, vocational, social, and cognitive domains. Emphasis is on the use of adaptations and instruction that provide access to the core curricula, accommodate individual student learning needs and meet IFSP/IEP goals.

SPED271 Specialized Health, Movement, Mobility, & Sensory Development (2)

The purpose of this course is to provide candidates with an understanding of the effects of student health and safety on learning. Candidates will become familiar with laws and regulations pertinent to health associated with mild to moderate settings. The examination of practices and safeguards that promote a healthy environment will be a focus. This includes becoming familiar with medications, demonstrating effective implementation of district rules regarding medication, and documenting procedures. Candidates will apply skills for communicating and working constructively with families and community members regarding health issues. Candidates will write and implement IEPs. Support Supervisors observe course content in practice to ensure that a fluid connection exists between coursework and practice.

SPED272 Assessment & Intervention (2)

This course provides candidates with the knowledge of basic principles, processes, procedures, and instruments that lead to appropriate interventions and well-developed Individual Family Service Plans (IFSPs), and Individual Education Plans (IEPs), and reflect an understanding of the range of appropriate assessment and evaluation approaches available for children from birth through five years of age, including English Language Learners. A variety of non-biased standardized techniques, instruments, and processes will be examined, including the Desired Results Developmental Profile (DRDP). Developmental assessments that measure motor, cognitive, language and speech, social/ emotional, and self-help skills will be administered in the child’s native language. Each candidate will demonstrate an understanding of the IFSP/IEP process and the ability to participate with the family and other members of the team in the development and implementation of an IFSP/IEP and the coordination of services including families with English as a second language. Support Supervisors observe course content in practice to ensure that a fluid connection exists between coursework and practice.

SPED273 Curriculum & Environments in Early Childhood Special Education (2)

This course is designed for candidates to apply early childhood developmentally appropriate research and strategies to design and implement curriculum and learning environments that address each child’s specific, disability-based learning need. The course covers curriculum and environments that focus on cognitive skills; language and literacy; motor skills; social/emotional growth; and, communication skills. Candidates will work to increase their ability to create learning environments in a wide range of settings such as homes, child care and development settings, and other community environments. Each candidate will apply a broad repertoire of validated intervention strategies, adaptations, and assistive technologies that minimize the effects of the child’s disability and maximize the child’s learning potential. Particular attention will be paid to small class settings and meeting the diverse needs of children and families culturally, as well as, linguistically. A variety of strategies, instructional approaches, and assessment procedures will be emphasized in order to ensure the candidate’s ability to develop, deliver, integrate, and regularly assess the child’s progress.

SPED274 Early Language & Communication (2)

Candidates focus on identifying and treating communication and language disorders in young children up to five years. Foundations for communication learning skills, receptive language skills, pragmatic and expressive language skills, and speech skills in the young are addressed. Presented are specific hierarchies of development, language strategies/techniques, and examples. Candidates learn typical language development, as well as strategies to facilitate functional communication and provide meaningful language lessons to students with special needs. Candidates learn how to meet the communication and language needs of English Language Learners and students with disabilities.

SPED276 Special Education Law, IEP’s & Transitions (2)

This course is designed to prepare candidates to understand the legal and ethical responsibilities for serving students with disabilities required by federal and California state mandates. Candidates will develop an understanding of the history and function of special education law. Landmark case laws and the Individuals with Disabilities Education Act (IDEA) will be analyzed and studied. Candidates will understand the legal components of the Individual Education Programs (IEP) and Individualized Family Service Programs (IFSP) to effectively create and design individualized programs for their students. Further analysis of case law, federal and state mandates, and local policies will aid in the development of Individualized Transition Plans (ITP), Behavior Intervention Plans (BIP) and individualized measurable, observable, goals and objectives. Candidates will know how and when to access site-based and community-based resources and agencies to support and participate in the IEP/IFSP process as needed. Candidates will understand and identify roles and responsibilities of IEP/IFSP team members (students, families, special and general educators, related service providers, community agencies, etc.).

SPED281, 282, 283, 284 Support Supervision: Education Specialists (1, 2, 3, 4)

Candidates work 1:1 with a Support Supervisor and learn how to meld course content into their teaching practice. Candidates’ growth and progress is measured in meeting the Teaching Performance Expectations (TPEs). Candidates receive formative and summative feedback which guides a reflective learning process and which is documented on the Individual Learning Plan and/or supervisory notes. Support Supervisors facilitate this course based on each candidate’s developmental level and needs.

SPED289 Support Supervision-ECSEAA (1)

Candidates work 1:1 with a Support Supervisor and learn how to meld course content into their teaching practice. Candidates’ growth and progress is measured in meeting the California Teacher Performance Expectations (TPEs). Candidates receive formative and summative feedback, which guides a reflective learning process. Support Supervisors facilitate this course based on each candidate’s developmental level and needs.

SPED310 Advanced Topics in Special Education (2)

This course provides an in-depth understanding in positive behavior supports and data collection, collaboration, and application of special education law, including the most recent rulings surrounding case law. The focus of this class will be to critically analyze data reports, personality profiles for collaborating, design research-based strategies for positive behavior support, and identify key legal aspects of special education which affect students with special needs in the classroom.

SPED312 Specialized Disorders of Students with Special Needs (3)

This course provides a deeper understanding of the variety of mental, physical, communication, and health disorders affecting students with special needs. Some examples include, but are not limited to: anxiety, apraxia, autism, bipolar depression, cerebral palsy, cystic fibrosis, muscular dystrophy, multiple sclerosis, seizures, and spina bifida. The focus of this class will be to research the complexity of these disorders and develop curriculum and / or strategies for working with students with these specialized needs and collaborating with others who are a part of their IEP team.

SPED343a 21st Century Curriculum and Instruction for Students with Special Needs (3)

conventional teaching strategies within the Mild Moderate special education setting to best practices appropriate for 21st century learning in a Mild Moderate and Moderate Severe special education environments. Course content includes how integrated curricular units are aligned to core content and how to develop units of instruction that are relevant for the students with Mild to Moderate and Moderate to Severe disabilities. Candidates will address techniques for developing programs across academic, life skills, community, vocational, social, and cognitive domains. Emphasis is on the use of: adaptations and instruction that provide access to the core curricula; accommodations to individual student learning needs; and, addressing IFSP/ IEP goals that can be embedded in lesson and unit designs. Intervention strategies are studied, rehearsed, and implemented so that candidates are able to reflect on their instruction and improve their work with Moderate to Severe students. A strong emphasis throughout coursework includes how to provide ongoing assistance and collaboration with general education teachers.

SPED343b 21st Century Curriculum and Instruction for Students with Special Needs (3)

This course provides opportunities for candidates to deepen understanding of how to transition from conventional teaching strategies within the Moderate Severe special education setting to best practices appropriate for 21st century learning in a Mild Moderate and Moderate Severe special education environments. Course content includes how integrated curricular units are aligned to core content and how to develop units of instruction that are relevant for the students with Mild to Moderate and Moderate to Severe disabilities. Candidates will address techniques for developing programs across academic, life skills, community, vocational, social, and cognitive domains. Emphasis is on the use of: adaptations and instruction that provide access to the core curricula; accommodations to individual student learning needs; and, addressing IFSP/ IEP goals that can be embedded in lesson and unit designs. Intervention strategies are studied, rehearsed, and implemented so that candidates are able to reflect on their instruction and improve their work with Mild to Moderate students. A strong emphasis throughout coursework includes how to provide ongoing assistance and collaboration with general education teachers.

SPED385a Masters Project in Special Education - 1st Semester (1)

This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation.
*Candidates are allotted two semesters to complete the project. SPED385a indicates completion of 1 unit of the project.

SPED385b Masters Project in Special Education - 2nd Semester (3)

This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation.
*Candidates are allotted two semesters to complete the project. SPED385b indicates completion of 3 units of the project.

STEM320 Research in the STEM Classroom (3)

Research in the STEM Classroom prepares teachers to deepen their understanding of research and develop strategies for implementing student-directed research as part of their curriculum. Instruction in each stage of research and how to communicate results through effective writing comprise a substantial portion of the coursework.

STEM331 Technology and Tools for the 21st Century Learner (3)

The course takes a wide lens on computer science by covering topics such as programming, physical computing, and data. Students are empowered to create authentic artifacts and engage with Computer Science as a medium for creativity, communication, problem solving, and fun. How to use technology and tools to advance learning, collaboration, creativity, data management, and problem solving in a STEM setting comprise most of the coursework. Infusion of the techniques and ideas learned in this course is expected within the subsequent STEM courses.

STEM343 Curriculum for Developing Environmental Literacy (3)

Educators learn to develop and assess integrated curricula and learning opportunities that nurture PK-12 students' understanding of the natural world outside the classroom and expand critical thinking skills. Beginning with local challenges in the environment, candidates create units that connect human and environmental systems. The units focus on enhancing learning outside the classroom, they are tied to Environmental Principles and Concepts, National Wildlife Federation Pathways to Sustainable Development, and/or UNESCO Sustainable Development Goals, and they integrate the history of local land use.

STEM344 Lesson Study Environmental Principles and Concepts (2)

The purpose of this course is to build knowledge and expertise related to the theory and components of effective lesson design. Educators work with peers to co-design, teach, and reflect upon an integrated lesson designed to address Environmental Principles and Concepts, National Wildlife Federation (NWF) Pathways to Sustainable Development, and/or the United Nations Educational, Scientific and Cultural Organization (UNESCO) Sustainable Development Goals.

STEM351 Environmental Phenomenology (3)

Place-based investigations to discover and model local environmental phenomena provide opportunities to build capacity and non-deficit thinking. The Environmental Principles and Concepts (EPCs) are introduced and used to help design inquiry-based activities that take students outside the classroom. Useful community and everyday resources are identified which enhance the quality of environmental education, with emphasis placed on opportunities to participate in community science and impact local and global environments.

STEM352 Creative Risk-Taking and Design in STEM (3)

The development of integrated STEM experiences that utilize Design Thinking to solve real-world challenges aligned with the UNESCO Sustainable Development Goals provide the foundation for this course. Implementation of a sequence of lessons provide opportunities to observe PK - 12 students as they move from engaged to empowered problem solvers.

STEM360 STEM LAB (4)

The STEM Lab is a 21st century learning space that is designed to advance students’ knowledge of varied content within the STEM disciplines and challenge them to design, plan, and build their personal innovations within a STEM framework. Examples of some topics in the course include coding, robotics, App design, gaming, and virtual reality. Students will learn to use state of the art technology in the SJCOE FabLab. Students will also explore and develop understanding of current advancements in biotechnology.

STEM370 History: Environmental and Human Impacts (3)

This course highlights the active role nature has played in influencing human affairs, underscores the impacts humans have had on the environment over time, and examines people's shifting views of nature. Environmental Principles and Concepts (EPCs) and the K-12 California History and Social Science framework inform the study of the relationship between humans and the natural environment.

STEM375 Actions for Change: Environmental Solutions (3)

"They wanted to bury us, but they didn't know that we were seeds" Mexican Proverb.

Development of engaged citizens prepared to navigate and influence the local, national, and global landscape is the purpose of this course. Candidates will be challenged to learn how to engage their PK-12 students to act collectively for shared outcomes, analyze and use social media to examine science with a social justice perspective, and understand the impacts of individual beliefs about land. Educators learn to use Design Thinking with their PK-12 students as they engage with their community to create solutions to local environmental concerns. PK-12 students' Environmental Literacy is fostered as they wrestle with questions such as: How do we assess the health of the environment? What is the capacity of our natural systems? How might we adjust to pollution?

STEM380 Building Capacity for Sustainability (3)

"It's amazing what you can get done if you don't care who gets the credit." - H. Truman

Organizational and systems theories that identify structures needed for sustainability of initiatives within school districts provide a focus for this course. Students build a Plan of Action that addresses leadership strategies for rollout, establishes community support, includes strategies for dealing with local, state, and national political stressors, identifies grant opportunities, builds capacity throughout the district, and develops a shared vision statement. Ensuring that PK-12 students have access to equitable learning focused on local, relevant and actionable environmental concerns requires teachers who are empowered with resources, supported to take learning outside, and have access to local partnerships.

STEM385a Masters Project in STEM - 1st Semester (1)

This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation.
*Candidates are allotted two semesters to complete the project. STEM385a indicates completion of 1 unit of the project.

STEM385a Masters Project in STEM - 2nd Semester (3)

This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation.
*Candidates are allotted two semesters to complete the project. STEM385b indicates completion of 3 units of the project.

STEM387a Masters Project in Environmental Literacy - 1st Semester (1)

This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation.
*Candidates are allotted two semesters to complete the project. STEM387a indicates completion of 1 unit of the project.

STEM387b Masters Project in Environmental Literacy - 2nd Semester (3)

This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation.
*Candidates are allotted two semesters to complete the project. STEM387b indicates completion of 3 units of the project.

TECH280 Technology for School Administrators (1)

In this course, administrative candidates will be introduced to various technology tools, applications, and resources as well as best practices for integrating technology into schools. The focus of the class will be to guide administrative candidates in using technology as a resource for school use and introduce administrative candidates to using technology as a management and communication tool.