Teaching Credentials

College of Education

Program Description

Teaching is among the most challenging and personally rewarding of professions. The professional educator brings together subject matter knowledge, appropriate strategies, and interpersonal skills essential to providing successful learning experiences for children. The contemporary teacher is well versed in individualized instruction and sensitive to developmental and sociocultural issues involving the learner. The College of Education offers the professional education components of credential programs for kindergarten through high school teaching.

Degree Programs

Preliminary Teaching Credentials

Education Specialist: Early Childhood Special Education (ECSE)

Education Specialist: Mild/Moderate(M/M) Disabilities Specialist

Education Specialist: Mild/Moderate(M/M) Disabilities Specialist with Multiple Subject

Education Specialist: Moderate/Severe(M/S) Disabilities Specialist

Education Specialist: Moderate/Severe(M/S) Disabilities Specialist with Multiple Subject

Multiple Subject, with English Learner Authorization (ELA)

Single Subject, with English Learner Authorization (ELA)

Credentials: Education Specialist

Teaching Credential Program: Early Childhood Special Education

Mild/Moderate Education Specialist Credential

Moderate/Severe Specialist Credential

Mild/Moderate Educational Specialist Credential and Multiple Subject

Moderate/Severe Specialist and Multiple Subject Credential

Accreditation

In addition to California State University, Sacramento's full accreditation by the Western Association of Schools our teacher education programs are accredited by the California Commission on Teacher Credentialing.

Licensure and Credentialing Disclosure

Admission into programs leading to licensure and credentialing does not guarantee that students will obtain a license or credential. Licensure and credentialing requirements are set by agencies that are not controlled by or affiliated with the CSU and requirements can change at any time. For example, licensure or credentialing requirements can include evidence of the right to work in the United States (e.g., social security number or tax payer identification number) or successfully passing a criminal background check. Students are responsible for determining whether they can meet licensure or credentialing requirements. The CSU will not refund tuition, fees, or any associated costs, to students who determine subsequent to admission that they cannot meet licensure or credentialing requirements. Information concerning licensure and credentialing requirements are available from the Dean of Undergraduate Studies, Sacramento Hall 234, (916) 278-5344.

Bilingual Authorization

All credential candidates with oral and written fluency as well as cultural/historical knowledge of the target group (Spanish or Hmong) can complete additional requirements to add the Bilingual authorization in Spanish or Hmong.

Contact Information

Stephanie Biagetti, Chair, Teaching Credentials
Linda Lugea, Administrative Support Coordinator II
Eureka Hall 401
(916) 278-6639
Teaching Credentials Website

Faculty

ALLENDER, DALE

ARELLANO, ADELE

BAKER, SUSAN

BIAGETTI, STEPHANIE

CARINCI, SHERRIE

CHAPLIN, MAE

CHO, EUN MI

CHUNG, CHIA-JUNG

CINTRON, JOSE

COLLADO, CINDY

COUGHLIN, MIMI

DALY, LANA

DURAN, ELVA

GEE, KATHY

GONSIER-GERDIN, JEAN

HUANG, HUI-JU

LARDY, CORINNE

LIM, BRIAN S.

LOEZA, PORFIRIO

MERRILL, MARCY

MICHALS, ELISA

NORRIS, AAMINAH

NOWELL, LINDA S.

OWENS, WILLIAM THOMAS

PELLA, SHANNON

PORTER, JENNIFER "JENNA"

SOLARI, LYNN J

 

The Education Specialist Instruction Credential authorizes the holder to provide instruction and special education support as well as conduct Educational Assessments related to student's access to the academic core curriculum. Support services can be provided according to the credential holder's area of specialization in the following settings:

  • Resource rooms or services

  • Special education settings

  • General education settings

  • Special schools

  • Home/hospital settings

  • State hospitals

  • Development centers

  • Correctional facilities

  • Non-public, non-sectarian schools and agencies

  • Alternative and non-traditional instructional

  • Public school settings other than classroom

Programs offered lead to Certificates of Eligibility and/or the Preliminary Credential in three specialties:

  • Education Specialist: Teaching Credential Program: Early Childhood Special Education
  • Education Specialist: Mild/Moderate Disabilities Specialist (M/M) and
  • Education Specialist: Moderate/Severe Disabilities Specialist (M/S).

All above specialties comply with regulations and standards as issued by SB2042 and AB1059 (English Language Authorization).

University- and California Commission on Teacher Credentialing- (CTC) approved program options also allow candidates to pursue the M/M or M/S specialty concurrently with the Multiple Subject Credential. Another approved program allows candidates to add an ECSE Certificate to existing Clear M/M, M/S or other California Special Education Specialist credentials. For additional information regarding the ECSE Certificate, please contact the ECSE Coordinator (current the program is on hiatus) or Teaching Credentials Office.

All credential programs undergo continual review and change; current requirements are available on the Teaching Credentials website. All candidates are required to seek advisement regarding credential coursework and must complete a program advisement plan prior to the start of the program. Candidates must take prerequisites prior to the start of the program; candidates who continue without advisement or do not complete prerequisites prior to the start of the program may be disenrolled.

Special Education Internships

All Preliminary Education Specialist programs at Sacramento State have been approved by CCTC as internship programs. In order to be eligible for an Intern Education Specialist Credential, candidates must

  • have been admitted and cleared all admission requirements for the credential program;
  • have received the recommendation of a faculty member;
  • have received an offer of employment from an employer; and
  • be pursuing an internship with a district/school that has a written internship agreement (Memorandum of Understanding) with Sacramento State.

Only candidates in their final semester of the program can be considered for internships.

Note: Candidates working under an Education Specialist Internship Credential must concurrently fulfill the requirements of the credential program and the internship appointment.

Preliminary Teaching Credentials

As new regulations become mandated by the California Commission on Teacher Credentialing (CTC) and the California Department of Education, requirements for meeting subject matter competency and/or requirements for all preliminary credential programs will be changed to comply with the new requirements. The preliminary credential program is legislated according to the SB 2042 (Preliminary) Credential requirements. For further information, please contact the Academic and Program Services Office in Eureka Hall 401, (916) 278-6639.

Preliminary Teaching Credential Requirements

Completion of the Preliminary Teaching Credential requires that the candidate:

  • hold a baccalaureate or higher degree in a field other than professional education from a regionally accredited college or university;
  • complete an approved program of teacher preparation, including student teaching;
  • for an Education Specialist – Mild/Moderate or Moderate/Severe credential, if the plan is to teach Special Education at the elementary school level, complete either an approved subject matter program or pass the approved subject-matter examination (CSET: California Subject Examination for Teachers, Multiple Subject, Subtests I, II and III);
  • for an Education Specialist – Mild/Moderate or Moderate/Severe credential, if the plan is to teach Special Education at the secondary school level, complete either an approved subject matter program in one of the core academic subject areas or pass an approved subject-matter examination in a core academic subject area (CSET: California Subject Examination for Teachers);
  • for a Multiple Subject credential, pass the approved subject-matter examination (CSET: California Subject Examination for Teachers, Multiple Subject, Subtests I, II and III);
  • for Single Subject, complete either an approved subject matter program or pass the approved subject-matter examination (CSET) in the appropriate teaching area;
  • for Single Subject, complete an approved course in the teaching of reading;
  • for Multiple Subject, complete an approved course in the teaching of reading and pass the Reading Instruction Competence Assessment (RICA) exam;
  • pass a college-level course or examination on the U.S. Constitution; and
  • demonstrate California Basic Educational Skills (see subsection below on options available).

Teaching Credentials offers a variety of pathways for completing the Preliminary Credential programs depending on the program:

  • a one-year (two-semester) program;
  • a three-semester program;
  • a two-year (four-semester) program – Education Specialist programs only; part-time options are available which will increase time to program completion

Field experience and student teaching are integral parts of the program leading to Preliminary Credentials. In both the Multiple Subject and Single Subject Teacher Preparation programs, candidates move through the program in cohorts. Full-time Education Specialist candidates follow a tightly-sequenced series of courses.  In all teacher preparation programs, candidates complete fieldwork in public schools. All candidates will have experience working with children or youth from a broad range of cultural, ethnic, economic and special learning needs backgrounds.

Program Admission Requirements at a Glance

  1. Experiences related to working with children or youth

  2. References (2)

  3. Essay

  4. Official Transcripts from every college/university attended

  5. Writing Proficiency

  6. Basic Skills Competence (i.e., pass the CBEST)

  7. Subject Matter Competence (i.e., pass the CSET)

  8. Grade Point Average (GPA) of at least 2.67 overall or 2.75 in last 60 semester or 90 quarter units

  9. Complete Credential Prerequisite Courses: EDUC 170, EDUC 100A, EDUC 100B, HLSC 136, and KINS 172 (MS only – equivalent workshop can be taken during the program)

  10. Complete the Mandatory Interview

Applications Required at a Glance

  • Teaching credentials Supplemental Program Application
  • CSU Graduate School Application
  • Certificate of Clearance Application (and fingerprint clearance through CTC)

Admission Requirements – General Information Only

Experiences Related to Working with Children or Youth (paid and/or volunteer)

A minimum of 45 hours of experience (closer to 100+ hours if you want to be competitive) with diverse populations is required to be considered for program admission.  Possible field experiences can include:  classroom instructional aide, tutoring, afterschool program, Peace Corps, camp counseling, child/youth recreation programs, coaching, group-home counseling, church school teaching, etc.  Your responses will be evaluated using the following criteria:

  • Recency: Experience needs to be recent – at least within 1-2 years of the application period.  You can list all experiences gained on the supplemental application, but regency is key.
  • Settings: Majority of your experiences should be in appropriate settings/schools (ideally public schools) with culturally, linguistically, and socioeconomically diverse students of the age group (i.e., elementary school, high school, etc.) or population (i.e., special needs population) you plan to teach. You will list the diversity of your experiences on the supplemental application.
  • Supervision: Has the verifiable experience been gained under supervision? If so, you will need to list names of your supervisors on the supplemental application.

References

Applicants submit two reference forms (included in the supplemental application).  Letters of recommendation will not be accepted in lieu of reference forms.  Only reference forms submitted in sealed envelopes will be accepted It is recommended that one of the references be from a person who has observed the applicant’s academic competence (current or former instructor) and the other reference from a person who has observed the applicant working with children or youth.  NOTE:  References from family members will not be accepted.

Essay

Discuss a critical, current issue in teaching/education and the relationship of this issue to your motivation to become a teacher in a typed, two-page, double-spaced essay.  NOTE: This prompt is subject to change.

Transcripts

Applicants must provide official, sealed transcripts from every community college/college/university attended, even if only ONE class was completed.  Sacramento State students and Sacramento State graduates are exempt, unless coursework was completed at another college after you graduated.

Writing Proficiency

Satisfying writing proficiency is a program admission requirement.  This requirement may be met in one of the following ways:

  1. Pass the entire CBEST (must pass the writing portion with a minimum of 37 points); or
  2. Pass the CSET: Writing Skills Test (Multiple Subject applicants only); or

  3. Meet the graduation writing requirement (GWAR) at any CSU campus; or

  4. Successfully complete an upper-division advanced English composition course, with a “B” grade or better.

Basic Skills Requirement (BSR)

Satisfying the basic skills requirement is a program admission requirement.  Select one of the following options to meet this requirement.  For detailed information visit the CTC website.

  1. Pass the California Basic Educational Skills Test (CBEST) – all sections must be taken and passed

  2. Pass the CSU Early Assessment Program (EAP)English and Math sections(tests completed in high school)

  3. Pass the CSU English Placement Test (EPT) and the Entry Level Math (ELM) Test (For more information, visit the Testing Center website)

  4. Pass the CSET: Writing Skills Test (available to Multiple Subject applicants only)

  5. Pass a basic skills examination from another state

Register online at the CTC Exams websiteTake exams no later than February for FALL admission consideration.

Subject Matter Competence (SMC)

Applicants are required to meet SMC to be considered for admission:

Special Education: Applicants holding one of the following types of credentials, may have met the subject matter competency requirement: five-year preliminary, clear, professional clear, or life credential in the following authorizations: Multiple Subject, Single Subject, Standard Elementary, Standard Secondary, General Elementary, or General Secondary.  Applicants who do not hold one of the types of credentials listed above can meet SMC through one of the following options:

  • CSET for Multiple Subjects option or
  • Single Subject option (see requirements below)

Multiple Subject: All applicants must satisfy SMC by passing the California Subject Examinations for Teachers (CSET): Multiple Subjects subtests I, II, and III.  NOTE: CSET passing scores on all three (3) subtests are required for admission consideration.  Take exams no later than February for FALL admission consideration. Register for tests online at: www.ctcexams.nesinc.com.

Single Subject: Applicants may satisfy SMC in ONE of two ways, either (1) by examination or (2) by completing an approved undergraduate program of subject matter coursework.

  1. Examination(s) Take and pass the California Subject Examinations for Teachers (CSET) in your subject area.  Be sure to take all required subtests in your teaching area.   NOTE: CSET passing scores on all subtests are required for admission consideration.  Take exams no later than February for FALL admission consideration.  Register for tests online at: www.ctcexams.nesinc.com
  2. Coursework Complete a California Commission-approved undergraduate academic subject matter preparation (SMP) program from an accredited California college/university.
SMP Coursework Options
  • The Sacramento State Subject Matter Program (SMP) is a California approved baccalaureate program that prepares individuals for teaching.  Sac State students completing a SMP must meet with an approved advisor as soon as possible in order to complete the Subject Matter Competence Verification Form.  For a listing of faculty advisors visit the Teaching Credentials website.
  • Non-Sacramento State applicants who completed an approved SMP on a California campus other than Sacramento State must submit verification of completion of the SMP on letterhead stationery of your school, signed by the approved evaluator, instead of using the Subject Matter Competence Verification Form.  Check with your College’s Credentials office for the approved evaluator.

Grade Point Average (GPA) Required

In order to be considered for admission to a Teaching Credential Program, applicants must have attained a cumulative GPA of at least 2.67 in all baccalaureate and post-baccalaureate course work (if completed) OR a GPA of at least 2.75 in the last 60 semester or 90 quarter units attempted.

Pre-requisite Credential Courses – to be completed PRIOR to starting the credential programs:
EDUC 100AEducating Students with Disabilities in Inclusive Settings2
EDUC 100BEducating Students with Disabilities in Inclusive Settings Lab1
EDUC 170Bilingual Education: Introduction to Educating English Learners3
HLSC 136School Health Education2
KINS 172Movement Education 13
1

For MS only.  If admitted, an equivalent PE/Health methods workshop can be completed during the credential program.

List of equivalent courses, visit the Teaching Credentials website

Interview

All applicants must participate in a one-hour group interview as part of the screening process.  After the supplemental program application is received by the Department, applicants are notified by email of the interview process and dates. 

Applications Required

CSU Graduate School Application for the University:

Applicants not currently attending Sacramento State, Sacramento State graduating seniors, and Sacramento State students completing a master’s degree or second bachelor’s degree MUST apply for admission to graduate school through the Office of Graduate Studies (OGS) by completing and submitting the CSU application on-line. 

  Transcripts:  Applicants who did not graduate from Sacramento State must submit one (1) set of sealed, official transcripts from ALL community colleges/colleges/universities attended, even if only ONE class was completed.  If you have questions about the University graduate school application process, please contact the OGS at (916) 278-6470.

  Foreign degrees Transcripts from applicants with degrees from outside of the United States must review the information/instructions on the Office of Graduate Studies website

 NOTE:  Foreign transcripts and other supporting documents are usually due much earlier than University and department application deadlines.

Teaching Credentials Program Supplemental Application:

All applicants must submit a supplemental program application packet that includes:  a list of experiences related to teaching/working with children/youth, an essay, two completed & sealed reference forms, writing proficiency verification, subject matter competency verification, and basic skills requirement verification (CBEST or other approved verification).  Beginning in OCTOBER every year, the supplemental program applications with instructions/current requirements are available on the College of Education website.  Credential programs only begin in FALL semesters.  Complete supplemental applications and all supporting documents must be submitted to the Teaching Credentials by February.  The exact submission deadline date is posted once applications are available on the website.

Certificate of Clearance (COC/Fingerprint Clearance): 

ALL applicants must submit verification of having been issued a clearance by the CA Commission on Teacher Credentialing (CTC) before they will be allowed to officially start the credential program. 

  • Applicants who have already been issued a clearance/permit/credential must submit a printout from the CTC website showing the issuance date of a valid CA 30-day emergency permit, a valid CA Child Development Associate/Center permit, a valid CA credential, or a valid Certificate of Clearance.

  • Applicants who have NOT been issued a clearance/permit/credential must apply for the Certificate of Clearance on the CTC website as well as complete the Live Scan fingerprinting process. Tips for completing the online application and Live Scan process can be found on the CTC website.  Proof of applying for the clearance and completing the Live Scan process MUST be submitted with the supplemental credential program application packet.  Include as proof the following: a copy of the ‘Payment Receipt’ page from the on-line COC application AND a copy of your completed and scanned Live Scan form.

  • Once your clearance is issued, you will receive an email from the CTC.  Print this email and submit it with your supplemental program application packet.  Or, if the email is received after you have submitted your application, submit the email directly to the Teaching Credentials Department in Eureka Hall - 401.

EXCEPTION – it is not necessary to apply for the Certificate of Clearance if you can verify you hold a valid California certificate or credential such as an emergency permit for substitute teaching, Pre-intern certificate, PPS credential, Child Development Associate or Supervisor Permit, Adult Vocational Education credential OR if you are applying for a Special Education credential program, verify a valid Multiple or Single Subject credential.

NOTE: If you answered “YES” to any of the Personal and Professional Fitness questions on the Certificate of Clearance application, you will need to obtain the official arrest record and court paperwork regarding each incident.  Refer to the CTC website for the instructions, forms, and where to submit all additional paperwork.  If you have arrests and/or convictions on your record, once you submit the additional paperwork/documentation to the CTC, the processing of your clearance application can take six months or longer.  This means you may not be eligible to start the credential program if your clearance is not issued before the program begins.  If you have any questions, contact the CTC directly via email.

Additional Information

Verification of Bachelor's Degree

ALL applicants must obtain a bachelor’s degree from a regionally accredited college/university in the United States in order to be eligible for a credential.  Proof can be obtained through official transcripts and listed as “Degree(s) Awarded” with the date the degree was awarded.  To find out if your college/university is regionally accredited by one of the accrediting agencies approved by the California Commission on Teacher Credentialing (CTC), visit the CTC website.

Foreign Transcript Evaluation

Individuals who have completed college or university course work at an institution in a country other than the United States must obtain a complete evaluation of foreign transcripts, degrees1, and other relevant documents prior to applying for a teaching credential program.  This evaluation is required by the California Commission on Teacher Credentialing (CCTC).  It is recommended that credential program applicants have their documents evaluated by WES, since both the University Office of Graduate Studies and the Commission will accept the WES evaluation.  Applicants should select the WES INTERNATIONAL CREDENTIAL ADVANTAGE PACKAGE (ICAP) Course by Course Evaluation. For additional information on foreign transcript evaluations please visit the CTC website.

1

The bachelor’s degree requirement for California credentials refers to the equivalent of a four-year (or more) college-level program.

Verification of completing the United States Constitution Requirement

California Education Code, Section 44335, requires all candidates for Multiple Subject, Single Subject, and Education Specialist credentials to demonstrate knowledge of the United States Constitution by completing a college-level course with a “C” or equivalent grade or better, or pass a college-level examination in the subject, or verify AP exam credit for American History or American Government/Politics. While this is not a program admission requirement, this requirement must be completed before the credential can be granted at the end of the credential program. Most CSU graduates have met this requirement.

Additional Information for All Admitted Credential Candidates

  • Continued Enrollment: Continued enrollment in a Preliminary Credential Program is contingent upon the candidates maintaining a GPA of 3.0 in all professional education courses. If incomplete grades or grades of "D", "F", and "NC" (No Credit) are received in professional education courses, the candidate must withdraw from the program unless a specific exception has been approved by the Credential Appeals Committee.
  • Delays: Candidates who have to delay progress in a Preliminary Credential Program file a "Program Delay Petition" in the Teaching Credentials Office. A student returning after a delay may be accommodated on a space available basis. Any student on academic probation is subject to automatic disqualification as a Credential candidate.

Appeal Process: A student who has been formally admitted to the program has the right to appeal to the Credential Appeals Committee about any policy affecting program continuation. Appeals petitions and assistance are available in the Teaching Credentials Office

Bilingual Authorization (BA)

The BA is a specialized authorization that authorizes the credential holder to provide instruction in the primary language to candidates with limited English proficiency. This option is available concurrently for all credential candidates with oral and written fluency as well as cultural/historical knowledge of the target group (Spanish or Hmong).  Candidates can complete additional requirements to add the Bilingual Authorization in Spanish or Hmong.  For additional information on the BA option, contact the College of Education Equity Coordinator, Karina Figueroa-Ramirez, for an advising appointment to review your transcripts.

How to Read Course Descriptions

EDMS 272.     Methods for Teaching Second Language Learners, Multiple Subject (ELD and SDAIE). 3 Units

Prerequisite(s): EDUC 170

Term Typically Offered: Fall, Spring

Focus on teaching candidates the methods, techniques and strategies needed to make content accessible for second language learners. Candidates will learn to use the state ELD standards to create ELD lessons and SDAIE lessons within multicultural framework. Candidates will also learn how to interpret and implement formative and summative assessments. Lecture, demonstration, modeling, group work, discussions, field experience.

EDMS 299.     Special Problems: Multiple Subject. 1 - 3 Units

Term Typically Offered: Fall, Spring

Individual projects for Multiple Subject credential candidates at graduate/credential level especially for students capable of independent study. Admission by written approval of the instructor with whom the student will be working and the Department Chair.

Note: This course may be repeated for up to 9 units of credit.

Credit/No Credit

EDMS 300.     Teaching Performance Assessment-Multiple Subjects-Mathematics. 1 Unit

Corequisite(s): EDMS 434B or EDMS 430B or EDSP 420B

Term Typically Offered: Fall, Spring

Candidates in the Teacher Preparation Program must complete the Teaching Event for the Performance Assessment for California Teachers. The Teaching Event requires candidates to plan and teach an instructional sequence in their student teaching placement. They must also assess student learning during this lesson sequence and submit a videotape with material recorded during the lesson sequence. The Teaching Event is a summative assessment and one of several requirements that must be completed in order to receive a recommendation for a teaching credential.

Credit/No Credit

EDMS 310C.     Pedagogy C: Classroom Instruction and Positive Management for Diverse Classrooms. 1 Unit

Prerequisite(s): Admission to Multiple Subject Credential Program. Successful completion of EDMS 310B.

Term Typically Offered: Fall, Spring

Reinforces the cycle of teaching: lesson planning, implementing, reflection and application at a deeper developmental level. Intensive support for classroom management and discipline; disruptive behaviors; problem-solving communication with district administrators, parents at community level as child advocates. Emphasis on differentiating instruction to individual needs of diverse learners. Scaffolding to support growth and developmental stages of the learning-to-teach process and professional responsibilities. Infusion of e-portfolio development and the integration of technology.

Credit/No Credit

EDMS 314.     Mathematics Curriculum and Instruction for the Diverse K-8 Classroom. 3 Units

Term Typically Offered: Fall, Spring

Focusing on a "meaning approach" to mathematics which prepares candidates to teach mathematics content standards for California public schools to all students, including English Learners and special needs; to use analytical and critical thinking skills in mathematics; and to infuse mathematics topics, themes, and concepts into other subject areas. Discussion, field visits, microteaching, demonstrations, presentations, and technological applications for mathematics will be included.

EDMS 315.     History-Social Science Curriculum and Instruction for the Diverse K-8 Classroom. 3 Units

Term Typically Offered: Fall, Spring

Prepares teacher candidates in multiple subjects to teach the history-social science content standards for California public schools to all students, including English Learners and special needs; to use analytical and critical thinking skills in history and social science; and to integrate history-social science topics, themes, and concepts with other subject areas. Pedagogical topics include the use of timelines, maps, artifacts, case studies, simulations, literature, art, multiple perspectives, SDAIE, cooperative projects, and research activities.

EDMS 316.     Science Curriculum and Instruction for the Diverse K-8 Classroom. 3 Units

Term Typically Offered: Fall, Spring

Knowledge of basic principles and strategies related to science education, incorporating an expanded treatment of science pedagogy, manipulatives, technological supports, accommodations, adaptive instructional techniques, and other strategies specially suited to the instruction of diverse student populations.

EDMS 317.     Visual and Performing Arts Methods for the Diverse K-8 Classroom. 1 Unit

Prerequisite(s): Admission to Multiple Subject Teacher Credential Program.

Term Typically Offered: Fall, Spring

Prepares candidates in multiple subjects to teach the visual and performing arts content standards for California public schools to all students, including English Learners, and special needs students, through interrelated activities with involvement in specific teaching strategies which are effective in achieving the goals of developing artistic perception and creative expression, understanding the cultural and historical origins of the arts, making informed judgments about the arts, and understanding the arts connections and relationships across curriculum.

EDMS 319A.     Language and Literacy I for the Diverse K-8 Classroom. 3 Units

Term Typically Offered: Fall, Spring

Develops understandings, attitudes, and competencies needed for effective instruction of language and literacy for mainstream populations, English Learners, and students with special needs. Instructional strategies for teaching concepts about print, phonemic awareness, phonics, fluency, vocabulary, and comprehension of narrative/expository texts. Instructional planning aligned with current content standards, and other content and preparation standards as appropriate. Assessment strategies that inform planning and instruction. Special emphasis on literacy instruction in bilingual and multilingual settings. Lecture and discussion, includes a field experience component.

EDMS 319B.     Language and Literacy II for the Diverse K-8 Classroom. 3 Units

Prerequisite(s): EDMS 319A

Term Typically Offered: Fall, Spring

Extends understandings, attitudes, and competencies needed for effective instruction of language and literacy for mainstream populations, English Learners, and students with special needs. Instructional strategies for teaching narrative/expository text and spelling. Instructional planning aligned with current content standards, and other content and preparation standards as appropriate. Assessment strategies that inform planning and instruction. Special emphasis on literacy instruction in bilingual and multilingual settings. Lecture and discussion, includes a field experience component.

EDMS 330A.     Educational Technology Lab I. 1 Unit

Prerequisite(s): Admission to Multiple Subject Credential Program.

Term Typically Offered: Fall only

Educational technology lab course will prepare the candidates use technology for three areas: coursework in the teaching credential program, enhancing teaching and learning and eportfolio development. Students are introduced to an array of digital technologies for teaching relevant for K-12 student learning. Among the topics include digital literacy, copyright, fair use, Internet safety, Creative Commons, presentation tools, ISTE standards, technology and Teaching Performance Expectations, presentation tools, interactive whiteboards, and many others. The focus is on students learning about technology use in teaching and learning in K-12 schools. Candidates are prepared to use technology in the Teaching Credential Program and for the development of an electronic portfolio.

Credit/No Credit

EDMS 330B.     Educational Technology Lab II. 1 Unit

Prerequisite(s): EDMS 330A

Term Typically Offered: Spring only

In this course, candidates will learn to create, use, and manage appropriate and relevant educational technological processes and resources. The candidates will deepen their knowledge of technology in the K-12 public school environment and apply their understanding to improve student engagement and student learning outcomes. The candidates will also learn to use technology associated with the Teaching Credential Program and finalize their electronic portfolio for the program.

Credit/No Credit

EDMS 332.     Assessment Center Laboratory for Multiple Subject Candidates. 2 Units

Corequisite(s): EDMS 430B or EDMS 434B or EDSP 420B

Term Typically Offered: Fall, Spring

Individualized support to guide multiple subject candidates through the process of completing and submitting the culminating (PACT) Teaching Event and completion of their electronic portfolio. The signature assignments, formative PACT assessments and summative PACT Teaching Event represent a working electronic portfolio embedded throughout the credential program, and the summative component will be polished and formally submitted at the conclusion of the EDMS 332 laboratory course.

Credit/No Credit

EDMS 334A.     Principles of Teaching in a diverse K - 8 classroom - A. 2 Units

Prerequisite(s): Admission to the Multiple Subject Teacher Credential Program

Corequisite(s): EDMS 334B

Term Typically Offered: Fall, Spring

This is the first course in a two-course series. Candidates learn foundational knowledge necessary to execute the Plan-Instruct-Assess-Reflect cycle of mindful teaching. Introduction to the theoretical foundations of teaching (learning theory, human development theory, multicultural education, inclusive and differentiated education, assessment frameworks, and models of teaching and curriculum planning), the history of public education in the U.S., and effective strategies and practices for educating all learners to rigorous outcomes, especially those who are English learners or who have special needs.

EDMS 334B.     Principles of Teaching in a diverse K-8 classroom - B. 4 Units

Prerequisite(s): Admission to the Multiple Subject Teacher Credential Program

Corequisite(s): EDMS 334A

Term Typically Offered: Fall, Spring

This is the second course in a two course series. Candidates translate theories, concepts and frameworks presented in Principles of Teaching A into strategies and practices for instruction, assessment, and curriculum development in the K-8 classroom. Candidates will create activities, develop lesson and unit plans, and engage in simulations, peer teaching, and workshops.

EDMS 335A.     Advanced Principles of Teaching in a diverse K-8 classroom - A. 1 Unit

Prerequisite(s): EDMS 334A and EDMS 334B

Corequisite(s): EDMS 335B

Term Typically Offered: Fall, Spring

This course is the first in a two-course series. It deepens candidates' knowledge of theories and practices necessary to execute the Plan-Instruct-Assess-Reflect cycle of mindful teaching for diverse students. Candidates will expand their understandings of how theoretical frameworks for teaching (learning theory, human development theory, multicultural education, inclusive and differentiated education, assessment frameworks, and models of teaching and curriculum planning) are applied in varied public school classrooms and contexts.

EDMS 335B.     Advanced Principles of Teaching in a diverse K-8 classroom - B. 2 Units

Prerequisite(s): EDMS 334A and EDMS 334B

Corequisite(s): EDMS 335A

Term Typically Offered: Fall, Spring

In this course, candidates translate theories, concepts and frameworks presented in Advanced Principles of Teaching A into strategies and practices for instruction, assessment, and curriculum development in the K-8 classroom. Candidates will create activities, develop lesson and unit plans that integrate and apply various theories and frameworks for instruction. Candidates will design, lead and engage in simulations, peer teaching, and workshops. Workshop and discussion.

EDMS 401.     Observation and Participation in Elementary Schools. 2 Units

Prerequisite(s): Admission to Teacher Preparation Program

Term Typically Offered: Fall, Spring

Observations in classes in several situations and grade levels; service as an assistant in at least one classroom. Visits to community agencies which serve the school population.

Credit/No Credit

EDMS 420A.     Field Experience: Multiple Subject. 4 Units

Prerequisite(s): Admission to Teacher Preparation Program.

Term Typically Offered: Fall, Spring

Two semesters of student teaching multiple subjects in public school classrooms providing experiences at two grade levels and with different cultural groups. Intensive, realistic experiences with continuous and varied responsibilities. This first semester student teaching with integrated methods course work requires half-day participation. Experiences in classroom teaching and participation in many of the out-of-class duties of a teacher.

Credit/No Credit

EDMS 420B.     Student Teaching: Multiple Subject. 10 Units

Prerequisite(s): Admission to Teacher Preparation Program.

Term Typically Offered: Fall, Spring

Second semester student teaching with integrated methods course work requires full-day participation of the student. Emphasis on classroom teaching and further experience with community services.

Credit/No Credit

EDMS 430A.     Student Teaching I Basic. 5 Units

Prerequisite(s): Admission to Teacher Preparation Program

Term Typically Offered: Fall, Spring

One semester of teaching multiple subjects in a public school setting with diverse learners. This first semester of student teaching is completed concurrently with integrated coursework.

Credit/No Credit

EDMS 430B.     Student Teaching II: Basic. 7 Units

Prerequisite(s): Admission to Teacher Preparation Program

Term Typically Offered: Fall, Spring

One semester of teaching multiple subjects in a public school setting with diverse learners. This second semester of student teaching is completed concurrently with integrated coursework and focuses primarily on planning, implementing, and assessing instruction for whole classes of students.

Credit/No Credit

EDMS 434A.     Field Experience for Elementary Teachers. 2 Units

Prerequisite(s): Admission to the Multiple Subject Credential program

Term Typically Offered: Fall, Spring

Candidates complete field experience in public school classrooms concurrently with integrated coursework. Field experiences focus primarily on observing model lessons and activities and on collaborative planning, implementing and assessing instruction for small groups of students.

Credit/No Credit

EDMS 434B.     Student Teaching for Elementary Teachers. 4 Units

Prerequisite(s): EDMS 434A

Term Typically Offered: Fall, Spring

One semester of teaching multiple subjects in a public school setting with diverse learners. This final semester of student teaching is completed concurrently with integrated coursework and focuses primarily on planning, implementing and assessing instruction for whole classes of students.

Credit/No Credit

EDSP 119.     Legal and Social Foundations of Special Education. 3 Units

Term Typically Offered: Fall, Spring

Course provides analysis and practical application of social, legal, and ethical practices in the field of special education. Provides candidates with an overview of state and federal laws and regulations, current case law, and up-to-date mandates from No Child Left Behind. Competencies needed to develop individualized programming for children with disabilities (IEP and IFSP), verification criteria, parent's rights, IEP development and implementation, goal and objective development, placement procedures and IEP monitoring will be emphasized.

EDSP 201.     Developing Collaborative Partnerships with Families, Professionals, and Communities. 3 Units

Prerequisite(s): Admittance to the Education Specialist Credential Program: Early Childhood Special Education.

Term Typically Offered: Fall only

Overview of the historical, philosophical, theoretical/empirical, and legal bases for family centered, relationship based special education services. Emphasis is on developing cross-cultural competence and a strengths-based, student centered approach to empowering families and advocating for students with disabilities. Students will develop skills required to build and maintain collaborative relationships through effective communication and teaming with families, students, professional colleagues, and community members. These skills will be applied in the context of school family-community partnerships, professional partnerships, person-centered planning/future planning, and IFSP/IEP development.

EDSP 205.     Methods in Access and Inclusion in the Core Curriculum: Mod/Severe Disabilities. 3 Units

Prerequisite(s): EDSP 209, EDSP 216/216B, or advisor approval.

Term Typically Offered: Fall, Spring

Focus will be on the following four areas: 1) unit design, varied and modified outcomes, and evaluation of student skills; 2) instructional implementation strategies, including modeling, demonstration, direct and indirect, discovery, and cognitive/meta-cognitive strategies; 3) varied instructional formats and groupings, including cooperative learning, peer-medicated instruction, peer tutoring, and peer coaching; and 4) adaptations and accommodations which will enhance success for the full range of students with disabilities within the general education curriculum.

EDSP 206.     Collaborative Program Planning with Families, Professionals, and Communities. 3 Units

Prerequisite(s): Admittance to Mild/Moderate or Moderate/Severe Credential program or advisor approval

Term Typically Offered: Fall, Spring

Students will develop skills in the areas of: family collaboration; school and community collaboration in the context of IEP development and school partnerships; cross-cultural competence; communication; person-centered planning/future planning, partnering with families; transdisciplinary teaming to develop the IEP and the ITP; and facilitating social relationships and friendships as part of the school experience.

EDSP 207.     Secondary/Post-Secondary Methods and Transition Planning: Moderate/Severe Disabilities. 3 Units

Prerequisite(s): EDSP 119, EDSP 206, EDSP 413, or advisor approval.

Term Typically Offered: Fall, Spring

Students will develop knowledge and skills related to strategies for collaboration and inclusion with general education faculty members in the middle and high school environment. Students will develop skills in community-based instruction transition planning, in addition to designing outcomes and supports within the general education curriculum. Students will also gain knowledge and skills related to vocational and supported employment, and preparation for work after high school, and how to facilitate a successful transition to post-secondary education, supported living, and supported employment.

EDSP 208.     Evidenced-based Assessment and Instruction: Mod/Severe Disabilities. 3 Units

Prerequisite(s): EDSP 119, EDSP 230/230B, EDSP 235 advisor approval.

Corequisite(s): EDSP 414

Term Typically Offered: Fall, Spring

Students will be provided with a strong basis in ecological and functional assessment in inclusive school and community environments. Students will develop the ability to: a) set up performance analyses within natural environments; b) map out cognitive initiation vs. performance, and the communication requirements of various settings; c) conduct baselines within general education classrooms, the school, and the community, and develop resulting IEP goals and objectives; and, d) write effective and systematic instructional programs to teach a wide variety of skills across natural environments.

EDSP 209.     Developing Augmentative & Alternative Communication Systems: Assessment and Intervention. 3 Units

Prerequisite(s): EDSP 119, EDSP 206, EDSP 235 or advisor approval.

Term Typically Offered: Fall, Spring

Participants will learn: a) how to assess communicating behavior from nonsymobolic to symbolic and unintentional to sophisticated in students with disabilities; b) to work with audiologists and ophthalmologists to assess sensory functioning related to communication; c) to develop communication system intervention plans, both low and high tech; and d) how to implement instruction across multiple environments and with multiple partners. In addition, students will learn strategies for facilitating interactions between students with and without disabilities, teaching others to utilize adapted communication systems, and collaboration with varied professionals.

EDSP 210.     Assessment and Evaluation in Early Childhood Special Education. 3 Units

Prerequisite(s): Admittance to the Education Specialist Credential Program: Early Childhood Special Education

Term Typically Offered: Fall only

Quality practices in early childhood assessment using a range of culturally appropriate tools and techniques, parent-professional-collaboration, transdisciplinary team assessment, assessment reporting and translating results into intervention planning. Participants will demonstrate skills in planning, carrying out and reporting results of assessments/evaluations for eligibility determination, program planning, and monitoring ongoing progress for infants, young children and their families.

EDSP 211.     Curriculum, Intervention Strategies, and Environments in ECSE I: Infants & Toddlers. 3 Units

Prerequisite(s): Admittance to the Education Specialist Credential Program: Early Childhood Special Education

Term Typically Offered: Spring only

Designed to develop the skills necessary to design and implement developmentally appropriate curriculum and intervention strategies for infants and toddlers with disabilities in a range of learning environments including home, center-based and community programs.

EDSP 212.     Curriculum, Intervention Strategies, and Environments in ECSE II: Preschool. 3 Units

Prerequisite(s): Admittance to the Education Specialist Credential Program: Early Childhood Special Education

Term Typically Offered: Fall only

Designed to develop the skills necessary to design and implementation developmentally appropriate curriculum and intervention strategies for young children with disabilities in a range of learning environments including home, center-based and community programs. Lecture.

EDSP 216.     Understanding the Implications of Developmental Diversity in Children. 3 Units

Term Typically Offered: Fall only

Using a critical disability theory perspective, examines early development of young children across developmental areas. Explores: 1) atypical development due to prenatal, perinatal, and early childhood developmental risk factors; 2) childhood development theories and how they support educators' understanding of children, families and developmentally appropriate practices; 3) service delivery models and key transitions; and 4) implications of developmental disabilities across the lifespan.

EDSP 218.     Instructional Strategies: Low Incidence Disabilities. 3 Units

Prerequisite(s): EDSP 205, EDSP 208, EDSP 414 or advisor approval

Corequisite(s): EDSP 236, EDSP 415 or EDSP 421 or advisor approval

Term Typically Offered: Fall, Spring

Students will learn advanced methods of assessment and instruction for students with moderate to severe and profound disabilities, and multiple disabilities. Students will learn to design assessments and work with transdisciplinary team members to write an integrated assessment report, and present the report. Students will develop IEPs/ITPs based on the transdisciplinary information, write instructional programs using research-based methods, and design methods for monitoring progress using ongoing instructional data.

EDSP 220.     Language and Literacy in Inclusive Classrooms I. 3 Units

Term Typically Offered: Fall, Spring

This course provides candidates with the evidence based principles and systematic and explicit techniques to develop phonological awareness, phonics, concepts about print, oral and written language, and word recognition strategies. Candidates will learn techniques specific to assessing a student in reading and applying the information to assist the student with reading difficulties. Accommodations and modifications for students with mild, moderate, and severe disabilities will be emphasized.

EDSP 221.     Language and Literacy in Inclusive Classrooms II. 3 Units

Prerequisite(s): EDSP 220

Term Typically Offered: Fall, Spring

Course provides candidates with evidence based principles, systematic and explicit techniques, procedures in reading fluency, comprehension, and vocabulary development. Candidates will learn literal and higher level comprehension strategies that assist students in understanding narrative and expository text. Candidates will receive instruction on the principles, techniques, and procedures for teaching spelling, handwriting, and critical study skills. Accommodations and modifications for students with mild, moderate and severe disabilities will be emphasized.

EDSP 225A.     Assessment and Evaluation for Students with Mild/Moderate Disabilities. 2 Units

Prerequisite(s): Admittance to Mild/Moderate/Severe Credential program or permission of respective special education coordinator.

Corequisite(s): EDSP 225B

Term Typically Offered: Fall, Spring

Candidates examine relationships between assessment, curriculum, and instruction through application of a variety of formal and informal assessments and curricula. Candidates administer and interpret norm-referenced, criterion-referenced, and curriculum-based instruments that assess academic achievement, social behavior, and emotional functioning. Candidates learn basic principles and strategies related to using and communicating results of a variety of assessment and evaluation approaches. Authentic assessment strategies, specifically designed to support and inform instruction, will be emphasized.

EDSP 225B.     Assessment and Evaluation for Students with Mild/Moderate Disabilities Lab. 1 Unit

Corequisite(s): EDSP 225A

Term Typically Offered: Fall, Spring

Field-based practice lab (30 hours). Lab will be a synthesis and application of course content (EDSP 225A) in a setting serving students with mild/moderate disabilities.

Credit/No Credit

EDSP 229.     Curriculum and Instruction Strategies for Students with Mild/Moderate Disabilities. 3 Units

Prerequisite(s): Admittance to Mild/Moderate, Moderate/Severe, Multiple Subjects, and Single Subject Credential programs or permission of respective special education advisors.

Term Typically Offered: Fall, Spring

Methods for designing and implementing instruction for students with mild/moderate disabilities. Topics include typical/atypical human development, resilience and protective factors, evidenced-based instructional strategies, designing and managing environments and materials, differentiated instruction, collaborative teaming to design and evaluate integrated services, technology (including assistive technology) to support access to general education curriculum, implementation of UDL, modifications and adaptations of state standards, components of IDEA and their implication for a multidisciplinary approach developing IEPs for special needs students included in general education classrooms.

EDSP 229B.     Curriculum and Instruction Strategies for Students with Mild/Moderate Disabilities Lab. 1 Unit

Corequisite(s): EDSP 229

Term Typically Offered: Fall, Spring

Field-based practice lab (30 hours). Lab will be a synthesis and application of course content (EDSP 229) in a setting for students with mild/moderate disabilities who receive special education services. Students will verify multiple experiences across the age-span and in inclusive settings, agencies, and other natural environments.

Credit/No Credit

EDSP 230.     Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges. 3 Units

Term Typically Offered: Fall, Spring

Comprehensive study and application of intervention strategies that enhance the quality of life for students with mild/moderate disabilities. Students will learn (a) how to design learning environments that prevent and reduce problem behaviors, (b) learn how to identify and assess problem behavior using functional behavioral assessment methods, (c) learn how to design and implement positive behavioral support interventions which are in compliance with federal IDEA law, and (d) apply behavioral procedures on a systemic, school wide basis.

EDSP 230B.     Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges Lab. 1 Unit

Prerequisite(s): Admittance into Mild/Moderate or Moderate/Severe Credential program, APE program, or permission of respective special education coordinator.

Corequisite(s): EDSP 230

Term Typically Offered: Fall, Spring

Comprehensive study and application of intervention strategies that enhance the quality of life for students with mild/moderate disabilities. Students will learn (a) how to design learning environments that prevent and reduce problem behaviors, (b) learn how to identify and assess problem behavior using functional behavioral methods, (c) learn how to design and implement positive behavioral support interventions which are in compliance with federal IDEA law, and (d) apply behavioral procedures on a systemic, school wide basis.

EDSP 232.     Effective Communication and Collaborative Partnerships. 2 Units

Term Typically Offered: Fall, Spring

The content provided in this course is directed toward the preparation of pre-service and/or intern teachers of students with mild/moderate disabilities. To facilitate positive and inclusive environments, the course provides instruction in effective communication, collaboration, and consultation with individuals with disabilities and their family, primary caregivers, general/special education teachers, related service personnel, administrators, the business community and public/non-public agencies. Candidates will also be supported in the development of a Preliminary Mild/Moderate Education Specialist Portfolio.

EDSP 233.     Final Student Teaching Seminar: Mild/Moderate. 1 Unit

Prerequisite(s): EDSP 232

Corequisite(s): EDSP 472 or EDSP 473

Term Typically Offered: Fall, Spring

Designed to allow the special education candidate teacher/intern to focus upon two overall issues pertaining to their specific needs: problems and resolutions particular and general to their teaching assignment and culminating portfolio development.

Credit/No Credit

EDSP 234.     Directed Fieldwork Seminar: Early Childhood Special Education. 1 Unit

Prerequisite(s): Admittance to the Education Specialist Credential Program: Early Childhood Special Education

Corequisite(s): EDSP 474 or EDSP 475 or EDSP 476 or EDSP 477

Term Typically Offered: Fall, Spring, Summer

Designed to allow the ECSE teacher candidate to focus on two overall issues: Problems and resolutions particular and general to their teaching assignment, and the development and/or refining of a preliminary Level I Performance Portfolio.

Note: May be repeated for up to 2 units of credit.

Credit/No Credit

EDSP 235.     Field Seminar in Program and Instruction: Mod/Severe Disabilities. 2 Units

Prerequisite(s): Admittance into Mild/Moderate or Moderate/Severe Credential program or advisor approval

Term Typically Offered: Fall, Spring

This field seminar will provide group discussion as well as direct instructional guidance in classrooms and schools in which students in the Moderate/Severe Specialist Credential or Autism Spectrum Disorders Added Authorization (ASDAA) are conducting their assignments.

EDSP 236.     Student Teaching Seminar: Moderate/Severe Disabilities. 1 Unit

Prerequisite(s): EDSP 208 and EDSP 414

Corequisite(s): EDSP 218, EDSP 415 or EDSP 421 or advisor approval

Term Typically Offered: Fall, Spring

This seminar accompanies the final Student Teaching II experience. Students will meet for two hours, eight times, during the semester to discuss their experiences and problem solve any questions or challenges related to their Student Teaching II requirements. Since this is the advanced experience, it is expected that the seminar will be primarily focused on professional issues related to the collaborative implementation of effective programs for students with moderate/severe disabilities. At each meeting there will be topics for discussion generated by the professor, but also time for collaborative problem solving around specific students and program issues in the student teaching settings.

Credit/No Credit

EDSP 237.     Transition Strategies for Students with Mild/Moderate Disabilities. 3 Units

Term Typically Offered: Fall, Spring

Candidates will examine legal mandates specific to transition planning and implementation, and evaluate transitional life experiences for students with mild/moderate disabilities across the lifespan. Candidates will explore and implement social skills, and career and vocational program planning for secondary students with Mild/Moderate disabilities. Planning will include the student, community services, and other community resources such as parents and various professionals that will lead to increased student learning with career goals and objectives to support their transition to post-school settings.

EDSP 237B.     Transition Strategies for Students with Mild/Moderate Disabilities Lab. 1 Unit

Corequisite(s): EDSP 237.

Term Typically Offered: Fall, Spring

Field-based practice lab (30 hours). Lab will be a synthesis and application of course content (EDSP 237) in inclusive setting for students with mild/moderate disabilities.

Credit/No Credit

EDSP 250.     Education Research. 3 Units

Prerequisite(s): Advancement to Candidacy for Special Education concentration; passing WPG exam for all other concentrations.

Term Typically Offered: Fall, Spring

Studies qualitative and quantitative methods in the development of reliable knowledge in the field of education. Includes identification and formulation of research problems, research designs and presentation of reports representative of different research strategies. Classified students are encouraged to take this course early in their graduation programs.

EDSP 251.     Education in a Democratic, Pluralistic Society. 3 Units

Prerequisite(s): Passing WPG exam

Term Typically Offered: Fall, Spring

Advanced study of social and psychological issues which need to be considered in education relating to the client, the educator, the community and society. Addresses implications of theories of learning, assessment, individual differences and social/political influences.

EDSP 276A.     Education of Students with Emotional and Behavioral Disorders. 2 Units

Prerequisite(s): Admittance into Mild/Moderate or Moderate/Severe Credential or M.A. in Education programs and EDSP 230 or equivalent

Corequisite(s): EDSP 276B

Term Typically Offered: Fall, Spring

Concentrate on the assessment, characteristics, interventions and classroom strategies, which uniquely address the educational needs of students with emotional and behavioral disorders. Students will review current laws, policies and selected literature specific to students identified as EBD and their families. Strategies to create and promote collaborative partnerships with parents, mental health representatives and/or other service providers will be presented.

EDSP 276B.     Education of Students with Emotional and Behavioral Disorders - Lab. 1 Unit

Prerequisite(s): Admittance into Mild/Moderate or Moderate/Severe Credential or M.A. in Education programs and EDSP 230 or equivalent

Corequisite(s): EDSP 276A

Term Typically Offered: Fall, Spring

Field-based practice lab (30 hours). Lab will be a synthesis and application of course content (EDSP 276A) in serving students with emotional and behavioral disorders. Students are required to participate in class visitations, agency visitations, and interviews.

EDSP 290.     Seminar for Culminating Experiences. 3 Units

Prerequisite(s): Approval of Culminating Experience Proposal or instructor permission.

Seminar to focus on topics/elements/expectations to be included in the culminating experiences (thesis, project, or comprehensive exam). Successful completion of the course requires completion of Chapters 1 and 2 of the thesis/project and the beginning of Chapter 3 for the MA thesis/project option or an exam petition to be approved by the departmental exam committee, including annotated bibliographies and position papers on the focal topics for the MA comprehensive exam option.

EDSP 292.     Teaching English Learners with Disabilities. 3 Units

Term Typically Offered: Fall, Spring

Candidates will learn basic principles, strategies and procedures for teaching English Learners with disabilities. Compliance and legal issues related to English Learners identified with disabilities, including writing linguistically appropriate goals and objectives, and implementing culturally responsive strategies will be addressed. Systematic and explicit strategies for accommodating and modifying curricular materials for English Learners with disabilities in inclusive classrooms will be emphasized.

EDSP 292B.     Teaching English Learners with Disabilities Lab. 1 Unit

Corequisite(s): EDSP 292

Term Typically Offered: Fall, Spring

Field-based practice lab will be a synthesis and application of course content (EDSP 292) in the implementation of culturally responsive, systematic and explicit strategies, and curricular material involved in teaching English Learners with disabilities in inclusive classrooms.

Credit/No Credit

EDSP 297.     Current Issues in Special Education. 3 Units

Prerequisite(s): Passing WPG exam

Term Typically Offered: Fall, Spring

Examines current issues in special education through review of selected journal articles, presentations by guest lecturers and class discussion. Students will be required to write a series of brief position papers in professional style on selected topics.

EDSP 298.     Master's Seminar in Special Education. 3 Units

Prerequisite(s): EDSP 297

Corequisite(s): EDSP 297

Term Typically Offered: Fall, Spring

Students choosing Program A for the M.A. in Education, Special Education option must register for the seminar during their final semester of study, prior to attempting the written comprehensive examination. In the seminar, students will study problems and issues associated with specialty areas as well as with the field of special education as a whole.

EDSP 299.     Special Problems: Special Education. 1 - 3 Units

Term Typically Offered: Fall, Spring

Individual projects for Special Education credential candidates at graduate/credential level especially for students capable of independent study. Admission by written approval of the instructor with whom the student will be working and the Department Chair.

Note: This course may be repeated for up to 9 units of credit.

Credit/No Credit

EDSP 413.     Field Experience I: Moderate/Severe Disabilities. 3 Units

Prerequisite(s): EDSP 235 or advisor approval

Term Typically Offered: Fall, Spring

Students will spend two days per week in a school where students with moderate/severe disabilities are included in general education classes and other school activities. They will be assigned both a general and special education cooperating teacher. These teachers will work with the University supervisor to make sure that the student is able to complete the assignments and required competencies. The University supervisor will observe and evaluate the practicum student at least four times during the semester. An evaluation will be completed at the end of the semester.

Credit/No Credit

EDSP 414.     Field Experience II: Moderate/Severe. 3 Units

Prerequisite(s): EDSP 413 or equivalent

Term Typically Offered: Fall, Spring

The second phase of supervised field experience for specialist candidates in the Level I moderate/severe program or ASDAA program. Candidates spend 160-hours in a school setting with students who have moderate/severe disabilities. They will work directly with a qualified cooperating teacher and a University supervisor throughout a semester to complete assignments and required competencies. Assignment evaluation will be based on written and observational criteria. An evaluation will be completed at the midterm and at the end of the semester.

Credit/No Credit

EDSP 415.     Student Teaching: Moderate/Severe. 5 Units

Prerequisite(s): EDSP 414

Corequisite(s): EDSP 236

Term Typically Offered: Fall, Spring

The culminating phase of field experience for specialist candidates in the Level I moderate/severe credential program. Candidates will spend 320-hours in a public school setting with students who have moderate/severe disabilities. They will work directly with a qualified mentor/cooperating teacher and a University supervisor throughout a semester to complete assignments and required competencies. Assignment evaluation will be based on written and observational criteria. An evaluation will be completed at the midterm and at the end of the semester.

Credit/No Credit

EDSP 420A.     Multiple Subject Field Experience. 4 Units

Term Typically Offered: Fall, Spring

Initial (Phase I) Multiple Subject credential student teaching, with integrated methods coursework, is a M-F, half-day fieldwork requirement. Effective Instruction and classroom management are the focus of the Initial Phase I student teaching experience. Candidates must meet the criteria for student teaching to be accepted to this course.

Note: This is a full semester student teaching experience.

Credit/No Credit

EDSP 420B.     Multiple Subject Student Teaching. 5 Units

Term Typically Offered: Fall, Spring

Final semester of a Multiple Subject credential student teaching with integrated methods coursework requires M-F, full-day participation of the student. Emphasis on classroom teaching and further experience with community services. Candidates must meet the criteria for student teaching to be accepted to this course.

Note: Approximately 300+ hours are required to meet competencies.

Credit/No Credit

EDSP 421.     Intern Teaching: Moderate/Severe Disabilities. 5 Units

Prerequisite(s): EDSP 414 and instructor approval

Corequisite(s): EDSP 236

Term Typically Offered: Fall, Spring

Intern teaching full day, M-F, for the semester in a host LEA/District providing services for students receiving moderate/severe special education services. Interns must meet CTC-mandated criteria and district must have an active Memorandum of Understanding with the university. Intern serves as a teacher of record and is employed by the district. Is supported by a university supervisor and an on-site mentor to make progress towards the program competencies and standards. An evaluation will be completed at the midpoint and end of the semester.

Credit/No Credit

EDSP 471.     Initial Student Teaching: Mild/Moderate. 4 Units

Term Typically Offered: Fall, Spring

Candidates will student teach half day/five days per week for the full semester in a setting that serves students with mild/moderate disabilities. Cooperating teachers will work with the University supervisor to support the candidate in completing required assignments and competencies. An evaluation will be completed at the mid point and end of the semester.

Note: Signature of credential candidates student's special education advisor is required on application for student teaching.

Credit/No Credit

EDSP 472.     Student Teaching: Mild/Moderate. 5 Units

Prerequisite(s): EDSP 471 or equivalent

Corequisite(s): EDSP 233

Term Typically Offered: Fall, Spring

Student teaching full day, M-F, for the semester in a cooperating LEA District providing services for students receiving mild/moderate special education. Cooperating teachers work with the University supervisor to support the candidate in completing the required assignments and competencies. An evaluation will be completed at the mid point and end of the semester. Variable units depending on instructor recommendation and individualized student and program considerations.

Note: Signature of credential candidates' special education advisor is required on application for student teaching.

Credit/No Credit

EDSP 473.     Intern Teaching: Mild/Moderate Disabilities. 5 Units

Prerequisite(s): All criteria related to recommendation for the intern credential and instructor approval

Corequisite(s): EDSP 233

Term Typically Offered: Fall, Spring

A credit/no credit directed internship in a district, county office of education or program serving students with mild/moderate disabilities. Candidates must meet the criteria for an internship to be accepted to this course. A University supervisor will support the candidate in completing all required competencies. An evaluation will be completed at mid point and end of the semester.

Note: Signature of credential candidates' special education advisor is required on application.

Credit/No Credit

EDSP 474.     Directed Field Experience in ESCE: Infants/Toddlers. 3 Units

Prerequisite(s): Admittance to the Education Specialist Credential Program: Early Childhood Special Education

Corequisite(s): EDSP 234

Term Typically Offered: Fall, Summer

Directed field experience in a cooperating school district, county office of education or appropriate privately operated program providing early intervention services for infants and toddlers and their families. Candidates must secure faculty approval by prior application for directed field experience.

Credit/No Credit

EDSP 475.     Directed Field Experience in ECSE II: Preschool. 3 Units

Prerequisite(s): Admittance to the Education Specialist Credential Program: Early Childhood Special Education

Corequisite(s): EDS 234

Term Typically Offered: Fall, Spring

Directed field experience in a cooperating school district or county office of education program providing special educational services for preschoolers and their families. Candidates must secure faculty approval by prior application for directed field experience.

Credit/No Credit

EDSP 476.     Internship in ECSE: Infants & Toddlers. 10 Units

Prerequisite(s): Admittance to the Education Specialist Credential Program: Early Childhood Special Education

Corequisite(s): EDS 234

Term Typically Offered: Fall, Spring, Summer

Internship in a cooperating District or County Office of Education providing special educational services for infants and toddlers and their families. Candidates must meet the criteria for an internship in order to register. Students may enroll in EDSP 474, Directed Field Experience in ECSE I: Infants & Toddlers, as an alternative to EDSP 476. Ten units, approximately 320 field hours, are required to meet competencies.

Credit/No Credit

EDSP 477.     Internship in ECSE: Preschool. 10 Units

Prerequisite(s): Admittance to the Education Specialist Credential Program: Early Childhood Special Education

Corequisite(s): EDSP 234

Term Typically Offered: Fall, Spring

Internship in a cooperating District or County Office of Education providing special educational services for preschoolers and their families. Candidates must meet the criteria for an internship in order to register. Students may enroll in EDSP 475, Directed Field Experience in ECSE II: Preschool, as an alternative to EDSP 477. Ten units, approximately 320 field hours, are required to meet competencies.

Credit/No Credit

EDSP 500.     Master of Arts Thesis: Special Education. 3 Units

Prerequisite(s): Approval of Culminating Experience Proposal or instructor permission

Term Typically Offered: Fall, Spring

Completion of a thesis approved for the Master's degree.

EDSP 501.     Master of Arts Project: Special Education. 3 Units

Prerequisite(s): Approval of Culminating Experience Proposal or instructor permission

Term Typically Offered: Fall, Spring

Completion of a project that integrates research with development of a product related to instruction of persons with disabilities.

EDSS 279A.     Method and Materials for Teaching Secondary English Learners, A. 1.5 Units

Prerequisite(s): EDUC 170; Admission to the Single Subject Credential program

Term Typically Offered: Fall, Spring

This course is the first of a two-course series. Introduces candidates to a repertoire of theory-based methods needed to facilitate and measure their own students' growth in English language development (ELD) as well as create learning environments which promote content area learning through the use of Specially Designed Academic Instruction in English (SDAIE). Candidates acquire knowledge and skills in methods of teaching a second language through readings, fieldwork, discussion, group interaction, lesson presentation, hands-on experience of methods, and materials exploration.

EDSS 279B.     Methods and Materials for Teaching Secondary English Learners, B. 1.5 Units

Prerequisite(s): EDSS 279A

Term Typically Offered: Fall, Spring

Second course in a two-course series. Candidates expand their repertoire of theory-based methods to facilitate and measure their own students' growth in English language development (ELD} as well as create learning environments which promote content area learning through the use of Specially Designed Academic Instruction in English (SDAIE). Candidates deepen knowledge and skills related to methods of teaching a second language through readings, fieldwork, discussion, group interaction, lesson presentation, hands-on experience of methods, and materials exploration.

EDSS 279C.     Method and Materials for Teaching Secondary English Learners, C. 1.5 Units

Prerequisite(s): EDUC 170; Admission to the Single Subject Credential Program.

The first of two-course series. Introduces candidates to theory-based methods to facilitate/measure their own students' growth in English language development and create learning environments which promote content area learning through Specially Designed Academic Instruction in English (SDAIE). Specific instruction given to develop skills in Linked Learning settings and learning activities therein. Candidates acquire knowledge/skills in methods of teaching a second language through readings, fieldwork, discussion, group interaction, lesson presentation, hands-on experience of methods, and materials exploration.

EDSS 279D.     Method and Materials for Teaching Secondary English Learners, D. 1.5 Units

Prerequisite(s): EDSS 279C

Second in two-course series. Candidates expand repertoire of theory-based methods to facilitate/measure students' growth in English language development and create learning environments which promote content area learning through Specially Designed Academic Instruction in English (SDAIE). Specific instruction given to develop skills in Linked Learning settings and learning activities therein. Candidates deepen knowledge and skills related to methods of teaching a second language through readings, fieldwork, discussion, group interaction, lesson presentation, hands-on experience of methods, and materials exploration.

EDSS 299.     Special Problems: Single Subject. 1 - 3 Units

Term Typically Offered: Fall, Spring

Individual projects for Single Subject credential candidates at graduate/credential level especially for students capable of independent study. Admission by written approval of the instructor with whom the student will be working and the Department Chair.

Note: This course may be repeated for up to 9 units of credit.

Credit/No Credit

EDSS 300.     Teaching Performance Assessment-Single Subjects. 1 Unit

Corequisite(s): EDTE 470B or EDSS 474B or EDTE 471A

Term Typically Offered: Fall, Spring

Candidates in the Teacher Preparation Program must complete the Teaching Event for the Performance Assessment for California Teachers. The Teaching Event requires candidates to plan and teach an instructional sequence in their student teaching placement. They must also assess student learning during this lesson sequence and submit a videotape with material recorded during the lesson sequence. The Teaching Event is a summative assessment and one of several requirements that must be completed in order to receive a recommendation for a teaching credential.

Note: Corequisite can be waived if candidate is retaking EDSS 300

Credit/No Credit

EDSS 364A.     Theoretical Foundations of Teaching in a Multicultural Democratic Society, Lecture. 1.5 Units

Prerequisite(s): Admission to the Single Subject Credential program.

Corequisite(s): EDSS 364B

Term Typically Offered: Fall, Spring

An introduction to critical analysis of the purpose and process of public schooling. Examination of the sociopolitical contexts of public schools and society; educational theories, philosophies, notions of culture, community and educational practice. Engagement with sociocultural, historical and philosophical foundations of education, learning theories, theories of adolescent cognitive and social development. Modalities include lecture and discussions.

EDSS 364B.     Theoretical Foundations of Teaching in a Multicultural Democratic Society, Workshop. 1.5 Units

Prerequisite(s): Admission to the Single Subject Credential program

Corequisite(s): EDSS 364A

Term Typically Offered: Fall, Spring

An introduction to critical analysis of the purpose and process of public schooling. Examination of the sociopolitical contexts of public schools and society; educational theories, philosophies, notions of culture, community and educational practice. Exploration of sociocultural, historical and philosophical foundations of education. Initial application of strategies and approaches associated with learning theories, theories of adolescent cognitive and social development. Modalities include discussion, simulation and activities.

EDSS 364C.     Advanced Theoretical Foundations of Teaching in a Multicultural Democratic Society, Lecture. 1.5 Units

Prerequisite(s): Admission into the Single Subject Credential Program; EDSS 364A and EDSS 365B

Corequisite(s): EDSS 364D

Term Typically Offered: Fall, Spring

Further study of the purposes and processes of public schooling. Candidates develop a philosophy of education for teaching in a multicultural, multilingual, and democratic society through self-examination of dispositions related to gender, sexuality, race, social class, language, religion/spirituality and ability. Modalities include lecture and discussions.

EDSS 364D.     Advanced Theoretical Foundations of Teaching in a Multicultural Democratic Society, Workshop. 1.5 Units

Prerequisite(s): Admission into the Single Subject Credential Program; EDSS 364A and EDSS 364B

Corequisite(s): EDSS 364C

Term Typically Offered: Fall, Spring

Further study of the purposes and processes of public schooling. Candidates develop a philosophy of education for teaching in a multicultural, multilingual, and democratic society through self-examination of dispositions related to gender, sexuality, race, social class, language, religion/spirituality and ability. Modalities include discussions, small group tasks, group projects and simulations.

EDSS 364E.     Theoretical Foundations of Teaching in a Multicultural Democratic Society, Workshop-Linked Learning. 1.5 Units

Prerequisite(s): Admission to the Single Subject Credential program.

Corequisite(s): EDTE 364A

Candidates explore sociocultural, historical and philosophical foundations of education with focus on context of Linked Learning and critical examination of traditional tracking and vocational education. Students will evaluate the extent to which programs aimed at Career Pathways and College Readiness depart from or replicate previous patterns and analyze historical/economic drivers that shape schooling. Initial application of strategies and approaches associated with Linked Learning theories, theories of adolescent cognitive and social development. Integration of Discussions, simulation, activities.

EDSS 364F.     Theoretical Foundations of Teaching in a Multicultural Democratic Society, Workshop-Linked Learning. 1.5 Units

Prerequisite(s): EDSS 364A and EDSS 364E

Corequisite(s): EDSS 364C

Further study of purposes and processes of public schooling with a special focus on educational theory and practice in Linked Learning contexts. Candidates develop a philosophy of education for teaching in a multicultural, multilingual, and democratic society through self-examination of dispositions related to gender, sexuality, race, social class, language, religion/spirituality and ability. Modalities include discussions, small group tasks, group projects, simulations.

EDSS 365A.     Fundamentals of Teaching, Lecture. 1.5 Units

Prerequisite(s): Admisson into Single Subject Teacher Preparation Program

Corequisite(s): EDSS 365B

Term Typically Offered: Fall, Spring

This course introduces the relationship between elements of teaching and instructional organization to effectively teach in culturally and linguistically diverse and inclusive secondary classrooms through the use of backwards design, Universal Design for Learning, and differentiated instruction. The focus will be grounded in a Social Justice/Multicultural paradigm. Emphasis will include students' development as a teacher, curriculum development, long and short-term planning, and specific theories for instructional practice. Lecture and Discussion.

EDSS 365B.     Theoretical Foundations of Teaching in a Multicultural Democratic Society, Workshop. 1.5 Units

Prerequisite(s): Admission into Single Subject Teacher Preparation Program

Corequisite(s): EDSS 365A

Term Typically Offered: Fall, Spring

This course introduces the relationship between elements of teaching and instructional organization to effectively teach in culturally and linguistically diverse and inclusive secondary classrooms through the use of backwards design, Universal Design for Learning, and differentiated instruction. The focus will be grounded in a Social Justice/Multicultural paradigm. Emphasis will be on application of theories and frameworks learned in EDSS 365A, with a focus on students' development as a teacher, curriculum development, long and short-term planning, and assessing student learning. Discussion, small group work and simulations.

EDSS 365C.     Advanced Fundamentals of Teaching, Lecture. 1.5 Units

Prerequisite(s): EDSS 365A and EDSS 365B

Corequisite(s): EDSS 365D

Term Typically Offered: Fall, Spring

Extends learning in EDSS 365A or EDSS 365B with deeper examination of the relationship between elements of teaching and instructional organization needed to effectively teach in culturally and linguistically diverse and inclusive secondary classrooms through the use of backward design, Universal Design for Learning, differentiated instruction and assessment. The focus will be grounded in a Social Justice/Multicultural paradigm. Emphasis will include students' development as teacher through exploration of curriculum development frameworks, long-and short-term planning approaches, specific theories for instructional practice and assessment. Lecture and discussion.

EDSS 365D.     Advanced Fundamentals of Teaching, Workshop. 1.5 Units

Prerequisite(s): EDSS 365A and EDSS 365B

Corequisite(s): EDSS 365C

Term Typically Offered: Fall, Spring

Extends learning in EDSS 365A, B and C by deepening knowledge about the relationship between elements of teaching and instructional organization. Focus on effective teaching for culturally and linguistically diverse and inclusive secondary classrooms through the use of backward design, Universal Design for Learning, differentiated instruction and assessment. Instructional framework will be grounded in a Social Justice/Multicultural paradigm. Emphasis will include students' development as a teacher including application of curriculum development theories, long-and short-term planning frameworks and specific theories for instructional practice and assessment. Discussion, small group work and simulations.

EDSS 365E.     Fundamentals of Teaching, Workshop - Linked Learning. 1.5 Units

Prerequisite(s): Admission to the Single Subject Teacher Preparation program

Corequisite(s): EDTE 365A

This is the first course in a two course series; practice using instructional planning frameworks (e.g., backwards design, Universal Design for Learning, and differentiated instruction) and a Social Justice/Multicultural Education paradigm to design learning segments for culturally and linguistically diverse students. Emphasis on application of theories and frameworks learned in EDTE 365A, with a focus on Linked Learning curriculum development and integration, long- and short-term planning, and assessing student learning. Discussion, small group work, simulations.

EDSS 365F.     Fundamentals of Teaching, Workshop - Linked Learning. 1.5 Units

Prerequisite(s): EDSS 365A and EDSS 365E

Corequisite(s): EDSS 365C

The second course in a two-course series. Deepens candidates' ability to apply frameworks for effective teaching of culturally and linguistically diverse students (e.g., inclusion strategies, backwards design, Universal Design for Learning, differentiated instruction and assessment). Continued emphasis on a Social Justice/Multicultural Education paradigm, and focus on candidates' development as a teacher. Application of Linked Learning curriculum development, long- and short-term planning frameworks, and specific theories for instructional practice and assessment. Discussion, small group work, simulations.

EDSS 366A.     Single Subject Seminar, A. 3 Units

Prerequisite(s): Acceptance into Single Subject Teacher Credential program

Corequisite(s): EDSS 474A

Term Typically Offered: Fall, Spring

First part of a 2-course sequence that provides structured opportunities for student teachers to discuss, analyze, and reflect upon data gathered from their field placements. Attention given to policies, school law, resources, strategies, routines, and activities that contribute to the productive management of the school and classroom as locations for student engagement and learning. Special emphasis will be on English Language Development and students with special needs. Course assignments and activities are integrated with other core courses.

Credit/No Credit

EDSS 366B.     Single Subject Seminar, B. 3 Units

Prerequisite(s): EDSS 366A

Corequisite(s): EDSS 474B or EDTE 471A/ EDTE 471B

Term Typically Offered: Fall, Spring

Second part of a two-part sequence that provides opportunities for student teachers to discuss, analyze, reflect upon data gathered from field placements and to support completion of PACT teaching event. Attention given to policies, school law, resources, strategies, routines and activities that contribute to productive environments in school and classrooms as locations for student engagement and learning. Special emphasis will be on English Language Development and students with special needs. Course assignments and activities are integrated with other core courses.

Credit/No Credit

EDSS 366C.     Single Subject Seminar, C. 3 Units

Prerequisite(s): Admission to the Single Subject Credential program

Corequisite(s): EDSS 474A

First of two-course sequence. Provides structured opportunities for candidates to discuss, analyze, and reflect upon data gathered from field. Attention given to policies, school law, resources, strategies, routines, and activities that contribute to productive management of school and classroom as locations for student engagement/learning. Special emphasis on English Language Development, students with special needs, and specific management and implementation of Linked Learning activities (e.g. multidisciplinary integrated units of study). Course assignments/activities integrated with other core courses.

Credit/No Credit

EDSS 366D.     Single Subject Seminar, D. 3 Units

Prerequisite(s): EDSS 366C

Corequisite(s): EDSS 474B

Second of two-course series. Provide structured opportunities for candidates to discuss, analyze, reflect upon data gathered from field; support completion of TPA. Further study of policies, school law, resources, strategies, routines, and activities needed for productive environments in classrooms as locations for student engagement/learning. Special emphasis on English Language Development, students with special needs, and specific management/implementation of Linked Learning activities (e.g. multidisciplinary integrated units of study). Course assignments/activities integrated with other core courses.

Credit/No Credit

EDSS 368.     Inclusive Education in Secondary Schools. 1 Unit

Prerequisite(s): Admission to the Single Subject Credential Program

Term Typically Offered: Fall, Spring

Candidates learn historical, theoretical, and practical information related to key issues facing secondary public schooling currently, including how to educate learners with special needs, differentiate instruction in the content areas, develop assessments that fairly and accurately measure student learning, and use universal design to structure classroom and school practices, processes and policies to maximize access to core content for all students, regardless of language or ability. Lecture and discussion.

EDSS 373A.     Educational Technology Lab I. 1 Unit

Prerequisite(s): Admission to the Single Subject Credential Program.

Term Typically Offered: Fall, Spring

Educational technology lab course will prepare the candidates use technology for three areas: coursework in the teaching credential program, enhancing teaching and learning and eportfolio development. The candidates are introduced to an array of digital technologies for teaching relevant for K-12 student learning. The candidates are also prepared to use technology in the Teaching Credential Program and for the development of an electronic portfolio.

Credit/No Credit

EDSS 373B.     Educational Technology Lab II. 1 Unit

Prerequisite(s): EDSS 373A

Term Typically Offered: Fall only

This course will offer support and instructions of facilitating and improving learning of a diverse student population by creating, using, and managing appropriate technological processes and resources. The candidates will learn applying and developing knowledge of technology in K-12 teaching and student learning. The candidates are prepared to use technology in the Teaching Credential Program and for the development of an electronic portfolio.

Credit/No Credit

EDSS 373C.     Educational Technology Lab - Linked Learning. 1 Unit

Prerequisite(s): Admission to the Single Subject Credential program

This course encompasses the knowledge, skills and dispositions needed to understand, describe and develop "technological, pedagogical content knowledge" for effective pedagogical practice in a technology enhanced learning environment. Instruction occurs through labs, online resource center and individualized support. Candidates develop a range of technology skills and knowledge needed for effective instruction in the Linked Learning classroom and provides technology resources associated with project-based learning and integrated curricular units.

Credit/No Credit

EDSS 383A.     Methods in English Education, A. 1.5 Units

Prerequisite(s): Admission to the teacher preparation program

Corequisite(s): EDSS 474A

Term Typically Offered: Fall, Spring

A critical course for English teaching preparation, educational experiences will promote understandings, attitudes and competencies necessary for effective instruction in English Language Arts and literacy in grades 7-12. Candidates acquire skills related to literacy assessment, text selection, and lesson/unit planning designed to meet the needs of all learners, including mainstream populations, English learners and students with special needs. Students are provided with opportunities to acquire skills, knowledge, practice, and experience planning for and teaching secondary English language arts and literacy. Lecture and discussion.

EDSS 383B.     Methods in English Education, B. 1.5 Units

Prerequisite(s): EDSS 383A

Corequisite(s): EDSS 474B

Term Typically Offered: Fall, Spring

A critical course for English teaching preparation, educational experiences will promote understandings, attitudes and competencies necessary for effective instruction in English Language Arts and literacy in grades 7-12. Candidates acquire skills related to literacy assessment, text selection, and lesson/unit planning designed to meet the needs of all learners, including mainstream populations, English learners and students with special needs. Students are provided with opportunities to acquire skills, knowledge, practice, and experience planning for and teaching secondary English language arts and literacy. Lecture and discussion.

Note: This course is the second in a two course series

EDSS 384A.     Instruction and Assessment of Academic Literacy, A. 1.5 Units

Prerequisite(s): Admission to the Single Subject Teacher Credential Program

Corequisite(s): EDSS 474A

Term Typically Offered: Fall, Spring

Introduction to foundational understandings, attitudes and competencies necessary for effective instruction of academic language and literacy in 7-12 content area classrooms. Candidates acquire skills related to literacy assessment, text selection, and lesson planning designed to meet the needs of all learners, including mainstream population, English learners and students with special needs. Candidates develop an awareness of what constitutes effective content literacy instruction and a beginning repertoire of strategies to help students meet the demands of content reading, writing and discussion. Lecture and discussion.

EDSS 384B.     Instruction and Assessment of Academic Literacy, B. 1.5 Units

Prerequisite(s): EDSS 384A

Corequisite(s): EDSS 474B

Term Typically Offered: Fall, Spring

Second course in a two course series on understanding effective instruction of academic language and literacy in 7-12 content area classrooms. Candidates hone skills in literacy assessment, text selection, and lesson planning to meet the needs of all learners, including mainstream populations, English learners and students with special needs. Application of content literacy instruction (pre, during and post reading and writing strategies). Enhanced knowledge of strategies to support students' attainment of the demands of content reading, writing and discussion. Lecture, discussion.

EDSS 385A.     Methods in World Language Education, A. 1.5 Units

Prerequisite(s): Admission into the Single Subject Teacher Credential Program

Corequisite(s): EDSS 474A

Term Typically Offered: Fall, Spring

This course is designed for candidates who are preparing to teach world languages in secondary school settings in California public schools. Candidates will learn about current theoretical bases for second-language acquisition and how such theories inform classrooms practice. Candidates have introductory opportunities to practice principles of learning from which teachers can draw as they make decisions about instruction. Lecture, discussion and simulation.

Cross Listed: WLL 385A; only one may be counted for credit.

EDSS 385B.     Methods in World Language Education, B. 1.5 Units

Prerequisite(s): EDSS 385A or WLL 385A

Corequisite(s): EDSS 474B

Term Typically Offered: Fall, Spring

This course continues learning initiated in EDSS 385A and is designed for candidates who are preparing to teach world languages in secondary school settings in California public schools. Candidates will learn additional methodologies for planning and delivering instruction in world languages. Candidates will practice instructional strategies and will design lessons. Candidates will implement assessments that capture student learning of key world language outcomes, including oral language and written language development and reading fluency. Strategies for teaching cultural appreciation are also embedded. Lecture, discussion and simulation.

Cross Listed: WLL 385B; only one may be counted for credit.

EDSS 386A.     Methods in Mathematics Education, A. 1.5 Units

Prerequisite(s): Admission to Single Subject Teacher Credential Program

Corequisite(s): EDSS 474A

Term Typically Offered: Fall, Spring

First part of a two-course sequence that provides instruction to organize instructional materials, techniques of presentation and methods of evaluation for secondary school mathematics. Articulated with student teaching and should be taken the same semester. Activities include discussions, presentations and demonstrations.

EDSS 386B.     Methods in Mathematics Education, B. 1.5 Units

Prerequisite(s): EDSS 386A

Corequisite(s): EDSS 474B

Term Typically Offered: Fall, Spring

Second part of a two-course sequence that provides continuation of organization of instructional materials, techniques of presentation and methods of evaluation for secondary school mathematics. Articulated with student teaching and should be taken the same semester.

EDSS 387A.     Methods in History/Social Science Education, A. 1.5 Units

Prerequisite(s): Admission into the Single Subject Teacher Credential Program

Corequisite(s): EDSS 474A

Term Typically Offered: Fall, Spring

First of a two-part field and lecture-based course which will prepare candidates to teach history-social science content and analysis skills to secondary students, particularly those who are culturally and linguistically diverse, have special needs, or are English learners. Focus on identifying and evaluating curricular resources and instructional strategies that emphasize the active use of critical thinking skills and the development of civic values for informed participation in a democratic society.

EDSS 387B.     Methods in History/Social Science Education, B. 1.5 Units

Prerequisite(s): EDSS 387A

Corequisite(s): EDSS 474B

Term Typically Offered: Fall, Spring

Second of a two-part field and lecture-based course which will prepare candidates to teach history-social science content and analysis skills to secondary students, particularly those who are culturally and linguistically diverse, have special needs, or are English learners. Focus on implementing curriculum and instructional strategies and assessing student mastery of grade-level content and skills that are central to history-social science disciplines.

EDSS 388A.     Methods in Science Education, A. 1.5 Units

Prerequisite(s): Admission to Single Subject Teacher Credential Program

Corequisite(s): EDSS 474A

Term Typically Offered: Fall, Spring

First part of a two-course sequence that provides introduction to organization of instructional materials, techniques of presentation, and methods of evaluation for secondary school science. Articulated with student teaching and should be taken the same semester. Activities include discussion, presentations and demonstrations.

EDSS 388B.     Methods in Science Education, B. 1.5 Units

Prerequisite(s): EDSS 388A

Corequisite(s): EDSS 474B

Term Typically Offered: Fall, Spring

Second part of a two-course sequence that provides introduction to organization of instructional materials, techniques of presentation, and methods of evaluation for secondary school science. Articulated with student teaching and should be taken the same semester. Activities include discussion, presentations and demonstrations.

EDSS 401.     Observation and Participation in Secondary Classrooms. 2 Units

Prerequisite(s): Admission to Teacher Preparation Program

Teacher candidates will observe and participate as teaching assistants in public school secondary classrooms.

Credit/No Credit

EDSS 440.     Work-Based Learning Field Experience. 2 Units

Prerequisite(s): Admission to the Single Subject Credential program

This fieldwork course focuses on the work-based learning core component of Linked Learning/Career Pathways. After an orientation to work-based learning, its function in Linked Learning/Career pathways, and how it can be integrated into core curriculum, candidates will experience a non-paid, one-week internship at a worksite associated with one of the 15 major CA industries. Candidates develop work-based knowledge and experiences to be applied when they create a subject-specific curricular unit incorporating their work-based learning. Fieldwork, discussion.

EDSS 470A.     Field Experience: Secondary. 6 Units

Prerequisite(s): Acceptance into the Sacramento State Single Subject Teaching Credential Program.

Term Typically Offered: Fall, Spring

Provides candidates with field experiences of increasing complexity and responsibility as they engage in cycles of teaching. Public school assignment in a secondary school serving culturally and linguistically diverse community for one university semester with three periods of responsibility: English learner class, single subject content class, and an observation/consultation period. Observations and supervised teaching experiences will be systematic and structured.

Credit/No Credit

EDSS 470B.     Student Teaching: Secondary. 12 Units

Term Typically Offered: Fall, Spring

Provides candidates with field experiences of increasing complexity and responsibility as they engage in cycles of teaching. Experiences will be systematic and structured. Student teachers will be placed for the public school's semester at a school serving linguistically and culturally diverse students. Candidates become more independent with primary responsibility for cycle of teaching with equivalent of three periods supervised teaching and one consultation period.

Credit/No Credit

EDSS 471A.     Elementary Physical Education Student Teaching. 5 Units

Prerequisite(s): Acceptance into the Sacramento State Single Subject Teaching Credential Program.

Term Typically Offered: Fall, Spring

The elementary physical education teacher will be placed in a setting where he/she is able to plan, implement, promote and assess a developmentally appropriate physical education program that meets the diverse needs, interests and abilities of elementary school children, K-6.

Credit/No Credit

EDSS 471B.     Secondary Physical Education Student Teaching. 4 Units

Prerequisite(s): The successful completion of EDTE 471A.

Term Typically Offered: Fall, Spring

The secondary physical education student teacher will be placed in a setting where he/she is able to plan, implement, promote and assess a developmentally appropriate physical education program that meets the diverse needs, interests and abilities of secondary school children, 6-12.

Credit/No Credit

EDSS 474A.     Field Experiences in Secondary Schools. 3 Units

Prerequisite(s): Admission into the Single Subject Teaching Credential Program

Term Typically Offered: Fall, Spring

Provides candidates with field experiences of increasing complexity and responsibility as they engage in cycles of teaching. Public school assignment in a secondary school serving culturally and linguistically diverse community for one university semester with three periods of responsibility: English learner class, single subject content class and an observation/consultation period. Observations and supervised teaching experiences will be systematic and structured.

Credit/No Credit

EDSS 474B.     Student Teaching in Secondary Schools. 4 Units

Prerequisite(s): EDSS 474A; all subject matter competence and basic skills requirements met, per CTC program standards

Term Typically Offered: Fall, Spring

Candidates engage in student teaching, taking on tasks of increasing complexity and responsibility as they perform cycles of teaching. Student teaching will be systematic and structured. Student teachers will be placed for the public school's semester at a school serving linguistically and culturally diverse students. Candidates become more independent with primary responsibility for cycle of teaching with equivalent of three periods supervised teaching and one consultation period.

Credit/No Credit