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Education: Curriculum Studies and Secondary Education

Department Office
Stevenson Hall 2010A
707 664-4203
fax 707 664-2483
www.sonoma.edu/education

Administrative Coordinator
Linda McKee

Department Chair
Perry M. Marker

Faculty
Steven Coombs, James Fouch?, Karen Grady,
John Kornfeld, Duncan MacInnes, Perry M. Marker,
Rick Marks, Martha Rapp Ruddell

Single Subject CLAD Teaching Credential / Master of Arts in Education: Concentration in Curriculum Teaching and Learning / Educational Technology (EDCT) Course Descriptions

The Department of Curriculum Studies and Secondary Education (CSSE) is dedicated to the advancement of excellence in education. CSSE offers an exemplary Single Subject CLAD teacher education preparation program based on sound educational practice, extensive research knowledge, and sensitivity to the needs of diverse populations. Our faculty is comprised of internationally recognized scholars from a wide variety of subject area disciplines who study and produce current research in teacher education and curriculum studies, and who are familiar with the best practices of teachers. CSSE has partnerships with many local middle and high schools that provide many opportunities for students to be part of a high quality teaching and learning community.

While most of the programs in CSSE are designed for positions in public schools, students can also receive preparation in our Master of Arts in Curriculum Teaching and Learning, applicable to a wide variety of non-teaching positions in education, government, and the corporate sector. The Master of Arts in Curriculum Teaching and Learning allows students to design their own program of study (area of emphasis), or select an area of emphasis in Educational Technology, specifically designed for students interested in technology applications in the public or private sector.

Note: Program requirements change periodically, and current information may not be available in this catalog. For more detailed information on credentials and other education programs, please see the University?s special bulletins and the School of Education?s current program brochures and policy statements, or visit the education web site, www/sonoma.edu/education.

Special Resources

Teacher Recruitment and Information Center (TRIC)
The Teacher Recruitment and Information Center is available to provide information and admissions applications for all School of Education programs. TRIC is open daily for student drop-in or telephone requests. For advising about programs, applications, and options, consult the TRIC office in Stevenson Hall, 3011, 707 664-2131.

Credentials Office
The Credentials Office serves as the admissions and records center for all programs offered in the School of Education and is responsible for the recommendation of teaching and service credentials. Credentials analysts and staff are available for providing application information and credential information to prospective students, continuing students, out of state teachers/administrators, University constituents and the University service area in general.

Career Outlook
California faces the daunting task of replacing 300,000 teachers over the next ten years. Newly credentialed teachers are generally finding jobs rather rapidly today, with equally good prospects for the future. Currently there exist shortages of credentialed teachers in mathematics, science, special education, Spanish, and bilingual education. Due to recent 9th grade class size reductions, English teachers are beginning to be in short supply. In addition, graduates of the School of Education find positions in community agencies and in the private sector.

Programs Offered in the Department of Curriculum Studies and Secondary Education

I. Single Subject (secondary schools) CLAD Teaching Credential

The CLAD (Crosscultural and Language and Academic Development) Credential authorizes the teaching of students at various stages of English language development and from a variety of cultural backgrounds. The CLAD Credential programs focus on the knowledge and skills needed to work successfully with all students in California?s multicultural schools.

The Single Subject CLAD Credential authorizes the holder to teach a particular subject in a school organized by academic disciplines, kindergarten through grade 12. Since most elementary schools are not departmentalized, this credential, in general, is appropriate for the middle school and high school teacher candidate (art, music, and physical education candidates may actually teach K-12). The program aims toward two primary goals: (1) to develop the skills and knowledge needed to be an effective beginning teacher, and (2) to begin to establish the professional understandings and attitudes useful for supporting growth and development throughout a teaching career.

Coursework combined with the field experience in the program will make candidates:

  1. Competent in basic classroom skills;
  2. Knowledgeable and enthusiastic about students, learning, and teaching; Sensitive to cultural, linguistic, and learning diversity, and informed about multiple cultures; and
  3. Prepared to continue their development as a professional educator.

After completion of the Single Subject CLAD Credential Program candidates will be recommended for the California Single Subject Teaching Credential in a subject area. This credential certifies the holder to teach classes in a subject in California public schools. Depending upon undergraduate or graduate standing and on the elective courses taken, the credential will be either the Preliminary or the Professional Clear Credential. In either case, the credential will need to be renewed at the end of five years. Successful completion of the program and the second language requirement will yield a teaching credential with a CLAD authorization, preparing candidates to teach in California?s culturally and linguistically diverse classrooms.

Students pursuing the Single Subject CLAD Credential may select from among the following approved subject matter preparation programs.

Art (see page 58)
Art Building 128
707 664-2151

English (see page 184)
Drama / English / Journalism / Speech
Nichols Hall 362
707 664-2140

Modern Languages (see page 263)
French / German (Test only)
Spanish
Stevenson Hall 3016
707 664-2351

Science (see page 101, 300, 73 respectively)
Chemistry, Physics, Biology
Darwin Hall 121
707 664-2189

Mathematics (see page 256)
Darwin Hall 128
707 664-2368

Music (see page 271)
Ives Hall 206
707 664-2324

Physical Education (please see page 242)
PE Building 14
707 664-2357

Adaptive Physical Education (see page 242 )
PE Building 14
707 664-2357

Social Science (see page 332)
Stevenson Hall 2070
707 664-2112

Students may alternately satisfy academic requirements by passing the appropriate state approved examinations (SSAT/Praxis).

The Single Subject CLAD Credential Program is a two semester program that begins either in the fall or spring semester. Students are admitted to the program according to the subject they plan to teach (see below):
Fall Admission Spring Admission
English English
Social Studies Social Studies
Foreign Language  
Music  
Physical Education  
Art  
Mathematics  
Science  

The Single Subject CLAD Credential Program

The Single Subject CLAD Credential Program is a two semester program. Students admitted for the fall semester, who successfully complete all coursework and their final student teaching, will be eligible for the credential in June. Students admitted for the spring semester, who successfully complete all coursework and their final student teaching, will be eligible for the credential in January. Students who wish to take longer than two semesters to complete the credential program may extend their program to three or four semesters. More information regarding the extended program may be obtained from the single subject program advisor at 664-4203.

Single Subject program courses required for each phase are listed below. All prerequisites must be satisfactorily completed prior to beginning Phase I. All Phase I courses must be satisfactorily completed prior to beginning Phase II. Students must successfully present a Program Portfolio prior to advancement to student teaching (Phase II).

Prerequisites

EDUC 417 School and Society (3)
EDSS 418 Learning and Development in Adolescents (3)
Total prerequisite units: 6

Program Requirements

Phase I
EDSS 442 Middle/Secondary Teaching in Multicultural Settings (4)
EDSS 443A Observation and Participation in Multicultural Settings (2)
EDSS 443B Seminar: Multicultural and CLAD Perspectives (1)
EDSS 444 Teaching in the Content Areas (3)
EDSS 446 Language and Literacy Across the Curriculum: Middle and Secondary Schools (4)
Total units Phase I: 14

Phase II
EDSS 458 Student Teaching in Multicultural Settings (12)
EDSS 459 Seminar: Student Teaching in Multicultural Settings (3)
Total units Phase II: 15

Total units for program (including prerequisites): 35

Requirements for Admission to the Single Subject CLAD Program

All credential candidates must complete the following before admission to the professional preparation programs:
1. Admission to the University.
2. Grade point average of 2.75 in upper division and/or graduate coursework or a 2.67 overall grade point average.
3. Submission of scores for California Basic Educational Skills Test (CBEST).
4. Two letters of recommendation.
5. Successful completion of an admissions interview (conducted at the end of Phase I).
6. Demonstration of aptitude, personality, and character traits that satisfy the standards of the teaching profession. Assessment of these qualities will be made by the School of Education through evaluation of interviews, letters of recommendation, and candidates? professional goals statements, and spontaneous writing sample.

Note: Some students may be admitted to basic teaching credential programs who have not met one or more of the above requirements when such students have compensating strengths in other required areas.

Procedures for Admission to the Single Subject CLAD Teaching Credential Program

The Teacher Recruitment and Information Center (TRIC) office provides information regarding admissions requirements and dates for application to all programs in the School of Education.
Obtain an application packet and additional information from the TRIC office, Stevenson 3011, or from the web site, at www.sonoma.edu/education.
Submit to the Credentials office, Stevenson 3007, a complete application packet containing the following:
  • Two official transcripts from each college/university attended (Check with the Sonoma State University Office of Admissions and Records regarding additional official transcripts required for admission to the University.)
  • Two letters of recommendation
  • Official CBEST results or evidence of having taken the exam
  • Professional goals statement

Continuation in Basic Teaching Credential Preparation Programs


1. During the first semester, all candidates must:
  1. Provide evidence from a physician of a clear chest x-ray or negative TB skin test; and
  2. Apply for a Certificate of Clearance. Application forms are available in the Credentials office.

2. All single subject credential candidates are required to meet each semester with an education advisor.
3. Students must successfully complete all requirements for the first semester program phase, including coursework, field experiences, and the program portfolio BEFORE entering the student teaching phase (second semester) of the program.
4. Students are expected to make continuous progress toward the credential while maintaining a grade point average of 3.00 in professional education courses after entry into the credential program. Incomplete grades (I) and grades of D or F in professional education courses must be removed and retaken to meet California statutory requirements prior to continuing enrollment in courses.
5. Candidates who must delay progress in the professional education program may file a written request with the program coordinator for an extended program or for a leave of absence. A student returning from a program delay will be subject to the screening requirements in effect at the time of reentry and will be accommodated as space allows. Any student on academic probation is subject to automatic disqualification as a credential candidate.

Single Subject CLAD Program Portfolio

Throughout the Phase I coursework and fieldwork all credential candidates will be expected to build a program portfolio. This is an organized collection of the credential candidate?s work, augmented by the candidate?s synthesis and reflection. Portfolio entries include artifacts from academic courses, field experiences, and other activities related to teaching. It also includes writing about these entries, about other aspects of teaching and one?s development as a teacher. Its purposes are: (1) to stimulate the candidate to distill, review, and reflect on what is learned in the coursework, as a preparation student teaching; (2) to provide a basis for developing a professional portfolio, which will be carried forward to the student teaching seminar, and ultimately used to gain employment as a credentialed teacher; and (3) to allow the Single Subject Program faculty to assess the candidate?s performance in Phase I, and to determine readiness for advancement to student teaching.

The Integrated Degree and Credential Program

The Integrated Degree and Credential Program is an opportunity to earn a four year baccalaureate degree and a teaching credential simultaneously. Students in this program must receive advising about course sequence prior to, or very early in, their freshman year; enroll in an average of 15-18 units per semester; and be willing to take courses in at least one summer session. Most majors will earn a four-year degree and a teaching credential in four years plus one additional semester. This program is currently available for first semester freshman students who are majors in English, Mathematics, or Kinesiology, and Music, pending approval, who are seeking a Single Subject CLAD Teaching Credential.

The Basic Authorization to Teach in the California Public Schools

The basic authorization to teach in California public schools requires all of the following before receiving a Single Subject CLAD teaching credential:
1. Possession of a bachelor?s degree.
2. Verification of appropriate subject matter competency, either completion of an approved subject matter preparation program or passage of appropriate state-approved examination(s).
3. Passing scores on the California Basic Education Skills Test for Teachers (CBEST).
4. Completion of a college-level course or college-level examination that covers the U.S. Constitution. (POLS 200 or 202 at SSU will meet this requirement.)
5. Completion of a state-approved program of professional teacher education.
6. Filing of the application for a Certificate of Clearance, which includes fingerprinting.

Completion of the requirements listed above will allow an individual to obtain a preliminary Single Subject CLAD teaching credential. A professional clear teaching credential will be recommended by the University upon completion of an approved fifth year of study (30 units beyond the bachelor?s degree) that includes requirements in health education/drug abuse, mainstreaming, computer education, and cardiopulmonary resuscitation (CPR). Note: Students should consult with the Teacher Recruitment and Information Center (TRIC) office during their first semester on campus if they plan to pursue a teaching credential. Contact the Credentials Office for any changes in credential requirements.

II. Master of Arts in Education with a concentration in Curriculum Teaching and Learning

The Master of Arts in Education degree program in Curriculum Teaching and Learning offers courses of graduate study to prepare candidates for specialized teaching and for curriculum and instructional leadership responsibilities in schools. The program, a minimum of 30 units, provides for areas of concentration in curriculum, teaching, and learning. Students must maintain a 3.00 grade point average in all coursework in the approved master?s degree program.

The Master of Arts in Education degree program provides students with three options for completion of the degree: (1) The Cognate Project; (2) Individualized Examination; (3) Thesis Project. Prerequisites for the Master of Arts in Education degree program :
1. A bachelor?s degree from an accredited institution.
2. A cumulative upper-division and graduate grade point average of at least 3.00 and a grade point average of at least 3.00 for previous work in education.

Procedures for Applying to the Master of Arts in Education degree program:


1. Apply to the University as a graduate student.
2. Apply to the School of Education.
3. Submit the following:
  1. A professional goals statement.
  2. One set of official transcripts.
  3. Two letters of reference attesting to academic potential and professional promise (except where otherwise noted).

Requirements for Advancement to Candidacy in the Master of Arts in Education degree program:


1. Completion of M.A. core courses EDUC 570 and 571, and of M.A. concentrations.
2. Presentation and approval of program portfolio.
3. Filing of Advancement to Candidacy form with School of Education graduate coordinator.

The M.A. Program Portfolio

Throughout their entire M.A. course of study, graduate students work on a reflective program portfolio. The portfolio addresses the following questions: Who am I in the context of the profession of education at this time in my personal and professional history and in the cultural context in which I live and learn? Under what conditions do I feel respected and engaged as a learner? What ideas have shaped and will impact my practice and my beliefs about education? What ideas, issues, and topics interest me as possible areas for in-depth inquiry? Students will construct and review their program portfolios as an ongoing requirement for the graduate core courses. Presentation of the program portfolio is required for advancement to candidacy.

Requirements for the Master of Arts in Education degree program:

Graduate students must complete all requirements as established by the School of Education, the SSU Graduate Studies Council and the University, to include:
1. Completion of an approved program consisting of a minimum of 30 units of upper-division and 500-level courses, as follows:
  1. At least one-half of the units in 500-level courses.
  2. Not more than 9 semester units of transfer and/or extension credit.
  3. Filing of an Advancement to Candidacy form that verifies approval of the program portfolio, verifies writing proficiency, and describes the culminating project.

2. Completion and final approval of EDUC 598 (M.A. Thesis or Project Seminar) and completion and final approval of a 1) thesis, curriculum project or creative project; 2) Cognate Project; or 3) Individualized Examination.

All requirements listed above must be completed within seven years (14 semesters) of the initiation of graduate study (i.e., first semester of coursework).

M.A. Core Courses

The following are the core courses for the Master of Arts in Education degree program. Core courses dependent on the option the student chooses for completion of the degree courses are: Thesis/Project Option
EDUC 570 The Reflective Educator (3)*
EDUC 571 Research Paradigms in Education (3)*
EDUC 598 Developing a Thesis/Project (3) and**
EDUC 599 Supervised Research for Thesis/Project (3)** The Cognate Option
EDUC 570 The Reflective Educator (3)*
EDUC 571 Research Paradigms in Education (3)*
EDUC 572 Supervised Study for the Cognate Project (3)
Plus nine units in approved cognate area Individualized Examination Option
EDUC 570 The Reflective Educator (3)*
EDUC 571 Research Paradigms in Education (3)*
EDUC 573 Supervised Study for the Individual Examination (3)
Plus six units of elective coursework
*Students should take EDUC 570 during the first year of their M.A. Program, EDUC 571 midway through their program of study.
**EDUC 598 must be taken their final semester of coursework, and EDUC 599 in the first semester of thesis/project work; none of these courses may be taken concurrently. After EDUC 599, students must enroll in EDUC 578 each academic semester until completion and approval of the thesis/project.
Note: No core course may be taken through Extended Education. Students admitted to the University may take some courses prior to admission to the graduate program.

Concentration in Curriculum, Teaching and Learning

The Curriculum, Teaching and Learning concentration provides flexibility in program development for a wide range of professional educators, governmemt officials and private sector employees. Candidates need not possess a teaching credential; they may prepare for curriculum, educational technology, and leadership positions in a variety of settings. The required Curriculum, Teaching and Learning area concentration courses are:
EDCT 585 Curriculum Development: Theory, Practice and Evaluation (3)
EDCT 586 Teaching and Learning: Research and Application in the Classroom (3)

Total area concentration units: 6

The remaining units (12-16) are taken in an approved Area of Emphasis (AREM). The AREM is designed by the student and faculty member. Students may select from a prescribed list, or design their own AREM from the School of Education, or other University schools and departments. An AREM in Educational Technology is available for those interested in applying aspect of technology in educational or private sector settings. A field component may comprise part of the area of emphasis. A written rationale must accompany the AREM proposal. The total number of units in the Curriculum, Teaching and Learning Master of Arts Program is 32 ? 36 units.

Pathways to Program Completion

The M.A. program of study requires 30-36 semester units of coursework, depending on the M.A. in Education pathway a student selects. There are three pathways to program completion, including the thesis/project, cognate, and individualized examination. We encourage students to become knowledgeable about each of the pathways in order to pursue a program of study that meets their professional goals within their preferred style of learning.

In all three pathways, graduate students take 18 units in the program area of concentration and at least 6 units (EDUC 570 and 571) of M.A. core courses. All M.A. students work with a three-member committee, and most closely with the committee chair, to complete a culminating activity which is presented to the committee in a public forum. In addition to these points in common, there are distinct differences among the three pathways to program completion, as described below.

Thesis/Project

The thesis/project pathway is a 30-unit course of study, including 18 units in students? program area of concentration and 12 units of core courses (EDUC 570, 571, 598, and 599). In order to prepare for the thesis/project, students must take Education 598 (Developing a Thesis/Project) and 599 (Supervised Study for the Thesis/Project) as their final two courses in the M.A. program.

The thesis is a written product of a systematic study of a significant problem in education. The project is a written document describing a significant undertaking appropriate to education. The thesis/project option requires an extensive write-up, including an in-depth literature review. Students must also present their thesis/project to their three-member committee in a public forum. Examples of a thesis investigation include process/product research, correlational study, action research, ethnographic study, historical study, or theoretical study. Examples of a project include curriculum design, professional development for educators, program design, performance piece, or creative project.

Cognate

The cognate pathway is a 36-unit course of study, including 18 units in the students? program area of concentration, 9 units of core courses (EDUC 570, 571, and 572), and a 9-unit cognate course of study. The cognate course of study is a group of courses which students choose in consultation with a faculty advisor and/or committee chair, and that allows students to examine areas of interest related to their M.A. concentration. In order to work with their three-member committee on the cognate project, students must take Education 572 (Supervised Study for the Cognate Project) as their final course in the M.A. program.

The cognate project (e.g., portfolio, professional article, video, web site, field-based product) is a significant undertaking through which students connect their cognate course of study with the M.A. core courses, program concentration, and/or work in the field. The project may address, for example, implications of the cognate course of study for the classroom, reflections on new teaching practices, response to scholarly research, or educational theory. A written reflection must be included in the project. Students must present the completed project to their three-member committee in a public forum.

Individualized Examination

The individualized examination pathway is a 33-unit course of study, including 18 units in the students? program area of concentration, 9 units of core courses (EDUC 570, 571, and 573), and 6 units of elective courses. For the electives, students, in consultation with their faculty advisor and/or committee chair, choose courses which allow them to examine areas of interest related to the M.A. concentration and to focus on the examination area(s) of study that they have chosen. In order to work with their three-member committee as they prepare for the examination, students must take Education 573 (Supervised Study for the Individualized Examination) as their final course in the M.A. program.

The individualized examination addresses areas of study identified by the student in consultation with the student?s examination committee. The exam is written by the student?s committee (a chair plus two other members) and consists of four questions related to the student?s area(s) of study, including one question submitted in advance to the committee by the student. When the student is ready to take the examination, he/she receives the questions from the chair and has 72 hours to complete the written examination and to return it to the chair. Within two weeks of completing the examination, the student must meet with the committee for an oral examination in which the committee asks follow-up questions for clarification and elaboration.

Educational Technology Courses (EDCT)

552 Educational Technology Praxis (3)

The Educational Technology Praxis is the prerequisite course for the Ed Tech area of emphasis for the M.A. in Curriculum, Teaching & Learning. It is a practical course that requires participants to integrate existing skills and knowledge of IT and educational technology into real-life instructional settings. Grade only.

556 Technology, Pedagogy and Society (3)

This course relates pedagogical theories to Ed. Tech. curriculum integration strategies in educational/training centers. It also considers wider societal and cultural impact issues, e.g. child development and the web, gender/class/race issues, lifestyle and health implications, teacher control and facilitation issues. Grade only.

557 Project Management for Educational Technology (3)

This course considers how a small-scale Ed. Tech. action research project can be conducted in the classroom/training center. Ed. Tech. action research case studies will be reviewed that offer participants practical tools and applied research strategies prior to conducting their own Ed Tech thesis project. Grade only.

558 Educational Technology and the Classroom (3)

This course focuses on the historical and contemporary context of educational technology and its role in supporting teachers and corporate trainers. Key topics include classroom management issues and concerns related to the pedagogical use of integrating educational technology and information technology (IT) into instructional settings. Grade only.

559 The Internet as an Educational Resource (3)

This course provides a practical workshop forum that will allow teachers, corporate trainers and other interested participants to investigate how the Internet can be used to support education in the form of students? project work across the curriculum. The principal aim is to develop pedagogical knowledge of using the Internet. Grade only.

560 Instructional Design and Technology (3)

Instructional Design and Technology is a practical course that offers participants training in advanced instructional design methods and relates these to learning theories and pedagogical practices introduced in other Ed. Tech. courses. Advanced techniques will concentrate on evaluating and using a range of interactive Instructional Design authoring packages. Grade only.

561 Organizational Management of Information and Communication Technologies (3)

This course concentrates on developing institutional Ed. Tech. management skills and policy practice. An Ed. Tech. organizational management action plan is to be researched and presented by participants as a coursework assessment project. Network management policies are to be investigated along with computer network and stand-alone operating systems. Grade only.

Single Subject CLAD Credential Program Prerequisites EDUC 417 School and Society (3)

A critical examination of current issues in today?s schools and future directions in education through the perspectives of history, philosophy, sociology, anthropology, and the politics of education. Content includes: trends, movements and issues of the development of our present-day school systems and current educational practice; development of an individual philosophy of education through examination and evaluation of educational philosophies from early Greek through modern/post-modern thought; analysis of American society and its effect on the functioning of schools; the role of explicit and implicit cultural assumptions in educational contexts; and the influence of federal, state and local governing agencies, the knowledge industry and special-interest groups on education. Grade only. Satisfies GE, category D1 (Individual and Society).

EDSS 418 Learning and Development in Adolescents (3)

Examination of theories of learning and teaching, social, physical, emotional and cognitive development, with emphasis on adolescents. Includes the psychological foundations and research-based knowledge about effective secondary/middle school teaching in the areas of planning, implementing and evaluating instruction, motivation, self-esteem, classroom climate and psychological perspectives on issues of diversity. Grade only.

Single Subject CLAD Program Courses (EDSS)

442 Middle/Secondary Teaching in Multicultural Settings (4) Fall, Spring

Exploration of theory and research on teaching, learning, and the curriculum and their relationship to teaching practice in middle, junior high, and senior high schools. Emphasis on teaching/learning situation applicable to all content areas and to issues of culture and diversity. All aspects of instructional planning, implementation, and evaluation are addressed, including classroom atmosphere, interpersonal skills, classroom leadership, management and discipline, interdisciplinary planning, and teaming and collaborative learning. Students develop a repertoire of teaching strategies that address the needs of diverse learners. Students develop materials that contribute to a program portfolio to be evaluated before continuation to student teaching. Grade only. Prerequisites: admission to the Single Subject CLAD Credential program, EDUC 417 and EDUC 418.

443A Observation/Participation in Multicultural Settings (2) Fall, Spring

Focused and systematic observation and structured participation in a middle, junior high, or senior high school classroom setting leading to a supervised student teaching experience. Cr/NC only. Prerequisites: admission to the Single Subject CLAD credential program, EDUC 417, and EDUC 418. Must be taken concurrently with EDUC 443B.

443B Seminar: Multicultural and CLAD Perspectives (1) Fall, Spring

Issues related to teaching in multicultural settings. Seminar focuses on aspects of classrooms observed in EDUC 443A, including CLAD competencies, classroom management, lesson and unit design. Students develop materials that contribute to a program portfolio to be evaluated before continuation to student teaching. Cr/NC only. Prerequisites: admission to the Single Subject CLAD credential program, EDUC 417, EDUC 418. Must be taken concurrently with EDUC 443A.

444 Teaching in the Content Areas (3) Fall, Spring

Principles, methods, and materials for teaching particular academic content in middle, junior high, and senior high schools. Emphasis is on applications of constructivist theory to teaching and learning, and on organization and representation of content in forms accessible to learners. Topics include goals and objectives, lesson and unit planning, teaching and questioning strategies, conventional and alternative modes of assessment, instructional materials, designing instruction for diverse learners, classroom management, and awareness of national, state, and local content standards. Students prepare for and process their concurrent field experiences in secondary classrooms. Students develop materials that contribute to a program portfolio to be evaluated before continuation to student teaching. Grade only. Prerequisites: admission to the Single Subject CLAD Credential program, EDUC 417, EDUC 418.

446 Language and Literacy Across the Curriculum: Middle and Secondary Schools (4) Fall, Spring

Principles, methods, and materials for guiding students? literary development in subject areas at the secondary level. Includes literacy and language theory and current issues in reading/language pedagogy for first and second language learners. Emphasis is on the interrelationships between language systems and constructivist literacy theory and the cognitive, affective, and social aspects of literacy development in subject areas. Issues of cultural and language diversity related to CLAD competencies, bilingualism, classroom management, lesson and unit design using CLAD competencies, and dialect variation are integral to the course. Students develop materials that contribute to a program portfolio to be evaluated before continuation to student teaching. Grade only. Prerequisites: admission to the Single Subject or Education Specialist Credential program, EDUC 417 and EDUC 418, or permission of instructor.

458 Student Teaching in Multicultural Settings (12) Fall, Spring

A supervised teaching experience in a multicultural middle, junior high, or senior high school setting under the guidance of a resident teacher and a university supervisor. Assignment consists of three teaching periods and two preparation periods daily. Two periods entail full student teaching responsibility as outlined in the Single Subject Handbook. The third period consists of assisting the resident teacher and/or limited teaching responsibilities in a supplemental authorization subject area. Student teachers may team teach in some or all of the classes. Cr/NC only. Prerequisites:successful completion of all Phase I courses and successful presentation of a program portfolio. Must be taken concurrently with EDUC 459.

459 Seminar: Student Teaching in Multicultural Settings (3) / Fall, Spring

Support seminar focusing on issues of classroom management, concerns related to the student teachers? classroom experiences, and professional growth and career development. Emphasis is on integrating content of Phase I courses, including CLAD competencies, into the student teaching experience. Students use materials from the program portfolio and the student teaching experience to develop a professional portfolio. Grade only. Prerequisites: successful completion of all Phase I courses and successful presentation of a program portfolio. Must be taken concurrently with EDUC 458.


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