Courses
Foundations Courses
EDLT 500 Foundations of Education (3 credits)
This course will examine the historical, social, and cultural foundations of American education as seen through a historical narrative with an emphasis on the diversity of contemporary schooling. Students will examine personal viewpoints and insights through the lens of Culturally Responsive Teaching and identify barriers to learning on a cultural level. Additionally, major philosophies of education, which have informed American education and how they affect schooling in a society of multiple cultures, will be explored. 10 hours of fieldwork is required.
EDLT 501 Theories of Teaching, Learning, and Development (3 credits)
This course examines the instructional design process. Students will examine educational theories related to the teaching and learning process and apply this theoretical knowledge to their lesson plans. Students will explore state content standards and learn how to design learning objectives and assessments that align. Student lesson plans will indicate proficiency in selecting and utilizing appropriate scaffolding and differentiation strategies and reflect elements of culturally responsive instruction. 10 hours of fieldwork required.
EDLT 502 Teaching English Learners and Diverse Populations (3 credits)
This course in teaching English Language Learners and diverse populations examines first- and second-language acquisition with an overview of aspects of linguistic theories as well as social and cultural factors influencing language acquisition. The course further explores theories, legal implications, and accountability factors related to language learning among both native and non-native speakers of English. Delivery of instruction school/district programs and services, assessment and accountability, and inclusionary practices for English language learners are emphases for this course. 10 hours of fieldwork is required.
EDLT 503 Teaching Exceptional Learners in Inclusive Environments (3 credits)
This course explores the characteristics of typical and atypical child and adolescent development. Candidates will examine methods used to assist K-12 students in accessing content such as technology, including assistive technology; UDL; and accommodations and/or modifications to assessments and instruction. The course will dive into the definitions of exceptionalities, the history of special education services to individuals in the U.S., and family partnerships. 10 hours of fieldwork is required.
EDLT 504 Theories and Policies of Bilingual Education and Bilingualism (3 credits)
The course provides knowledge of the history, policies, programs, and research of
bilingual education and bilingualism in the United States. The content of the course
includes a review of the philosophical, theoretical, legal, and legislative foundations
of bilingual education and their effects on program design and educational achievement.
The course will further expand on the role of transferability between languages as
well as the importance of authentic parental participation and the role of family
as a language and cultural resource. Sections of the course including student assignments
will be in Spanish. 10 hours of fieldwork is required.
Methods Courses
Multiple Subject Candidates will complete the following courses
EDTP 511: Assessment in the Diverse Classroom - Multiple Subject (2 units)
EDTP 511 is an introductory assessment course for Teacher Candidates. Topics include
principles of assessments as well as classroom assessment instruments and methods.
This course is designed to assist Teacher Candidates in designing assessments and
analyzing student data for instructional decision-making.
EDTP 520: Leadership and Law in the Diverse Classroom - Elementary (3 units)
Designed to integrate theory into practice in the diverse classroom. Candidates study
the theories of leadership, classroom management, discipline and lesson planning required
for an initial experience in the California classroom. Candidates are placed in a
classroom with a divers student population to observe and implement teaching strategies
necessary to address this student group.
EDTP 521: Literacy and Language in Diverse Classrooms - Elementary (3 units)
Theory-based methods of instruction in reading and language arts in today's culturally diverse elementary classrooms.
EDTP 522: Teaching 1: Planning and Methods for Content Standards - Elementary (3 units)
This course is a study of the content standards, learning goals and lesson planning
strategies for mathematics and science education at the elementary school level. This
course will provide an introduction to concept development, assessment and the meaningful
application of mathematics and science learning in elementary classroom. Additional
focus will be on the integration of technology in the elementary curriculum. Consideration
will be given to the crosscultural and heterogeneous nature of California's student
populations.
EDTP 523: Introduction to Clinical Fieldwork (3 units)
Placement is made in an elementary school classroom with a diverse student population.
Under the supervision of a classroom teacher, the Candidates works with individuals,
small groups and the entire class. (Graded P/NC)
EDTP 524: Methodology of Instruction in a Bilingual Setting (3 units) * For BLA candidates
This course outlines the interrelatedness among the four domains of language (listening,
speaking, reading, and writing) as well as an understanding of language forms and
functions. The course covers the methodology of planning, developing, implementing,
and assessing standards-aligned content instruction in the primary and target language.
The course will further highlight the various instructional models of biliteracy as
well as how to evaluate, select, use and adapt state-board adopted and approved materials,
as well as other supplemental instructional materials within the local context. Sections
of the course, including assignments and reading, will be in Spanish.
EDTP 575: Spanish in the U.S. (3 units) *For BLA candidates
- *This course may be taken in either the Methods or Full-Time block*
- *CSET Spanish IV Subtest can be taken in place of this course*
In this course students will develop linguistic and critical awareness about the relationship between Spanish language and society, with special emphasis in California on topics such as language variety, language contact from social, political and educational perspectives, types of bilingualism, sociolinguistic issues, migration patterns and settlements, etc. The course integrates, synthesizes, and makes cross-curricular education, historical, political and social connections reflecting on comminicative and linguistic styles, dialectical differences and cross-cultural interactions between Latinx groups. The content of this course addresses the culture component for the California Bilingual Authorization for Spanish. Although a few readings might be in English this course (assignments, class discussions, presentations, essays, etc.) is conducted entirely in Spanish.
Single Subject Candidates will complete the following courses
EDTP 513: Assessment in the Diverse Classroom - Single Subject (2 units)
EDTP 513 is an introductory assessment course for Teacher Candidates. Topics include
principles of assessments as well as classroom assessment instruments and methods.
This course is designed to Department of Learning and Teaching: Handbook for General
Education Programs - August 2022 8 assist Teacher Candidates in designing assessments
and analyzing student data for instructional decisionmaking.
EDTP 530: Leadership and Law in the Diverse Classroom - Secondary (3 units)
Candidates study the theories of leadership, educational law, classroom management,
and discipline strategies required for an initial experience in the California classroom.
Candidates are concurrently placed in a classroom with a diverse student population
to observe, develop and implement teaching and classroom management strategies necessary
to address this student group.
EDTP 531: Teaching I: Planning and Methods for Content Standards - Secondary (3 units)
This course is a study of the content standards and lesson planning strategies for
all single subject content areas. This course will provide an introduction to concept
development, assessment, and the meaningful application of content area learning in
single subject classrooms. Good pedagological practice regardless of subject area
is the primary focus. Additional focus will be the integration of technology in the
elementary curriculum. Consideration will be given to the cross-cultural and heterogeneous
nature of California's student population.
EDTP 532: Literacy and Language in Diverse Classrooms - Secondary (3 units)
This course will address methods of teaching reading in the content areas and development
of English language literacy, assessment, technology, content standards, and common
core standards as they impact student achievement.
EDTP 533: Introduction to Clinical Fieldwork - Secondary (3 units)
Placement is made in a middle school or high school classroom with a diverse student
population. Observation, development and implementation of classroom management and
teaching strategies that foster academic achievement in an appropriate single content
area, RTI and English Language Development. Development and implementation of strategies
and adaptations to meet the needs of all sub-populations. Supervision will be provided
by a Cooperating Teacher and a university field supervisor while work with individuals,
small groups, and the entire class. BLA candidates will be placed in a bilingual setting.
(Graded P/NC)
EDTP 534: Methodoloy of Instruction in a Bilingual Setting (3 units) *For BLA candidates
This course outlines the interrelatedness among the four domains of language (listening,
speaking, reading, and writing) as well as an understanding of language forms and
function. The course covers the methodology of planning, developing, implementing,
and assessing standards-aligned content instruction in the primary and target language.
The course will further highlight the various instructional models of biliteracy as
well as how to evaluate, select, use and adapt state-board adopted and approved materials,
as well as other supplemental instructional materials within the local context. Sections
of the course, including assignments and readings, will be in Spanish.
EDTP 575: Spanish in the U.S. (3 units) *For BLA candidates
- *This course may be taken in either the Methods or Full-Time block*
- *CSET Spanish IV Subtest can be taken in place of this course*
In this course students will develop linguistic and critical awareness about the relationship between Spanish language and society, with special emphasis in California on topics such as language variety, language contact from social, political and educational perspectives, types of bilingualism, sociolinguistic issues, migration patterns and settlements, etc. The course integrates, synthesizes, and makes crosscurricular educational, historical, political and social connections reflecting on communicative and linguistic styles, dialectical differences and crosscultural interactions between Latinx groups. The content of this course addresses the culture component for the California Bilingual Authorization for Spanish. Although a few readings might be in English this course (assignments, class discussions, presentations, essays, etc.) is conducted entirely in Spanish.
Full-Time Courses
Full-Time Coursework Multiple Subject Candidates will complete the following courses
EDTP 512: Pedagogy Capstone - Multiple Subject (1 unit)
This course provides an in-depth look at the Teaching Performance Expectations (TPEs)
and the pedagogy of effective teaching. The teaching performance assessment (TPA)
is designed to give Candidates the opportunity to develop a portfolio to demonstrate
their teaching knowledge, skills, and abilities during their teacher preparation program.
Preparation, submission, and assessment of the Teaching Performance Assessment will
take place (Graded P/NC)
EDTP 525: Teaching II: Advanced Planning and Methods for Content Standards - Elementary (3 units)
An advanced course focusing on curriculum, long-term planning, unit development, instructional strategies, grouping strategies, adaptations, and assessments for diverse students in the California elementary classroom. Attention will be given to the integration of content areas and technology through thematic teaching and incorporation of adaptations for English learners and students with special needs.
EDTP 540: Full-Time Clinical Practice (9 units)
Semester-long full-time assignment in an elementary school classroom with a diverse student population. Development and implementation of classroom management and teaching strategies that foster academic achievement in all content areas for all students. Development and implementation of lesson adaptations and assessment of student learning. Supervision by a Cooperating Teacher and a University Supervisor while working with individuals, small groups, and the entire class. This course follows a shadow model (apprentice) and the Candidates are expected to follow the hours of the school site and the Cooperating Teacher. BLA candidates will be placed in a bilingual setting. (Graded P/NC).
Full-Time Coursework Single Subject Candidates will complete the following courses
EDTP 514: Pedagogy Capstone - Single Subject (1 unit)
This course provides an in-depth look at the Teaching Performance Expectations (TPEs) and the pedagogy of effective teaching. The teaching performance assessment (TPA) is designed to give Candidates the opportunity to develop a portfolio to demonstrate their teaching knowledge, skills, and abilities during their teacher preparation program. Preparation, submission, and assessment of the Teaching Performance Assessment will take place (Graded P/NC)
EDTP 535: Teaching II: Advanced Planning and Methods for Content Standards - Elementary (3 units)
An advanced strategies method course designed to integrate the theories underlying the pedagogical practices in the California classroom. Candidates focus on advanced planning, unit planning and grouping strategies in a secondary classroom. Specific attention will be made to designing adaptations and appropriate assessment practices for their specific content areas. Candidates will be concurrently placed in a public-school classroom where they will design and implement varied plans and assess student performance.
EDTP 560: Full-Time Clinical Practice (9 units)
Semester-long full-time assignment in a single subject secondary classroom with a diverse student population. Development and implementation of classroom management and teaching strategies that foster academic achievement in all content areas for all students. Development and implementation of lesson adaptations and assessment of student learning. Supervision by a Cooperating Teacher and a University Supervisor while working with individuals, small groups, and the entire class. This course follows a shadow model (apprentice) Department of Learning and TEaching: Handbook for General Education Programs - August 2022 10 and Candidates are expected to follow the hours of the school site and the Cooperating Teacher. BLA candidates will be placed in a bilingual setting. (Graded P/NC).