COURSEWORK (9 Units)
Pre-Service coursework is in-person and offered year-round in both Stockton and Ceres.
EDUC100 TECHNOLOGY TO SUPPORT TEACHING & LEARNING (1)
Educational technology refers to various tools, applications, and resources that can be used to
teaching and learning. With an introduction to the International Society for Technology in Education
standards for students and educators, candidates will explore technology as a tool to improve the
and learning process. In this introductory course, candidates will learn to use various tools to
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
Cultural and linguistic backgrounds, assets, and needs of students will be examined and discussed as
apply to teaching and learning. Emphasis is placed on the need for a climate of caring, respect and
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
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
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
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
can be successful in college, career and civic life in the 21st Century. These practices will be
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
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
explicit instruction in creating a motivating, literacy rich environment which integrates reading,
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
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
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
lesson design, incorporating principles of Universal Design for Learning (UDL). A variety of
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.