Skip to main content

Education Course Descriptions

Courses offered specifically for education students are listed in the Department of Education section of the bulletin; however, some counseling psychology courses are cross-referenced with education.

 

Multiple Subject Courses

EDUC 275 Ethics, Diversity, Reflection: Intro to TK-12 Teaching

This intensive five-day course orients credential candidates to the MATTC preliminary teaching credential program and to the teaching profession.  Emphasis is placed on providing opportunities for candidates to learn and to practice the inquiry, thinking, and reflection skills that are the foundation for teachers’ ongoing professional development throughout their careers. 

EDUC 278 Development & Learning TK-12

Drawing on both developmental and educational psychology, this course examines theories and patterns of learning, development, and individual differences as they relate to teaching practices and educational programs. Students apply theories of cognitive, physical, social/emotional and motivation to learning contexts among children and youth.

EDUC 221M Effective Teaching for Students with Disabilities

EDUC 221M Effective Teaching for Students with Disabilities provides multiple and single subject teaching credential candidates with an introduction to creating positive and effective, inclusive, instructional environments for all learners, including students with disabilities. This course introduces the candidates to a range of strategies for learning about their students’ background knowledge, experiences, and interests and for identifying their academic, language, and social skill levels. Focused on the use of effective, inclusive teaching practices that enable all students to be successful, the course develops candidates’ ability to plan and implement flexible, standards-based instruction that will enable every student to learn every day. This course includes a study of types of disabilities according to IDEA 2004 and California rules and regulations, and criteria for identification for special education services, as well as an examination of the types of services provided in response to student needs. Candidates examine the population of students included for special education services, the continuum of services available, and different models of service delivery.

EDUC 257 English Language Development in TK-12

This course is designed to provide knowledge of the linguistic and cultural aspects of developing English language proficiency. Students develop an understanding of the theory and methods of teaching linguistically diverse learners, including models for designated and integrated English language development as well as sheltering strategies to make content more accessible.

EDUC 252 Social Foundations of Education

The goal of this course is to examine the historical, social, philosophical, and legal foundations of American education. We explore the impact of these various influences on the current state of education, as well as consider the future of education in a diverse society. This course provides an opportunity to reflect on our roles as educators and the manner in which we will work to improve the educational experience for all students.

EDUC 258 Elementary Classroom Management

Research data report that the number one reason teachers leave the classroom is because they cannot manage their students.  In fact failure to control the classroom is synonymous with failure as a teacher. This course will explore the importance of establishing a positive structured learning environment by developing a successful classroom management model that is consistent with the California Standards for the Teaching Profession. Topics will include, but not be limited to, the following: motivation, managing time and physical space, and establishing rules and routines.

EDUC 231A Ethical Reflective Practicum in Elementary Schools I

This class is the first in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).

EDUC 251 Technology for TK-12 Teachers

This course is designed to acquaint teacher credential candidates with learning theories, practices, hardware, software applications, and web resources that are useful in integrating technology into the daily practice of K-12 teachers. The course meets the requirements identified in the technology standard for teacher preparation for the State of California. The guiding philosophy for the course is Constructivism, instantiated in the design of collaborative, project-based learning activities that capitalize on the full potential of educational technologies. Students will be expected to fully engage in classroom exercises, group projects, and small-group and whole-class discussions on the assigned readings.

EDUC 259A Elementary Math Methods I

EDU259 (Elementary Math Methods) course is Part 1 of a two-course sequence in elementary mathematics teaching methods. This sequence is designed to provide teacher candidates with a coherent set of experiences for mathematics teaching and learning in elementary schools. Through assigned readings, classroom discussions, content rich mathematics activities, and assignments that require data collection in your field placement, you will be supported as you make sense of how to approach the profession of teaching. Through thinking about ourselves as teachers, examining classroom culture and structure, and conducting clinical interviews on number concepts, we will set the stage for our development as elementary mathematics teachers.

EDUC 261 Teaching Reading in Elementary Schools

This course enables credential candidates to develop awareness and understanding of current theories and best practices of comprehensive, balanced reading instruction in elementary school settings. Candidates will learn how to adapt instruction to meet the needs of individuals based on their cultural, linguistic, and experiential backgrounds and their specific needs as learners. Focused attention will be given to the nature of reading difficulties and principles of diagnosis and assessment. Content presented in this course prepares candidates for the Reading Instruction Competence Assessment (RICA). This course, required of all multiple subject teaching credential candidates, must be taken concurrently with enrollment in EDUC 266 or a full time teaching position in a Catholic school.

EDUC 231B Ethical Reflective Practicum in Elementary Schools II

This class is the second in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the public schools at the TK -12 levels.  The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience.  This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).

EDUC 265 Assessing Elementary Student Learning

This course is designed to help future and current teachers of culturally and linguistically diverse elementary school students to

(1) understand, develop, and implement a range of effective, practical strategies for assessing and documenting the academic achievement of their students, including English Learners, students with identified/unidentified exceptionalities, and students eligible for free or reduced price lunch (TPEs 1.1, 2.2, 3.5, 4.4, and 5.1-5.8);

(2) develop the skills and habits of mind necessary to use assessment results to plan effective instruction for every student (TPEs 3.5, 4.4, and 5.1-5.8);

(3) learn how to present and discuss assessment results with other education professionals and with students’ parents (TPEs 1.2, 2.6, 3.2, 4.5, 5.1-5.8).

This course is required of all preliminary multiple subject teaching credential candidates and does not require concurrent enrollment in a clinical practice field placement or a full time teaching position in a Catholic school.

EDUC 259B Elementary Math Methods II

EDUC260 (Elementary Math Methods) course is Part 2 of a two-course sequence in elementary mathematics teaching methods. This sequence is designed to provide teacher candidates with a coherent set of experiences for mathematics teaching and learning in elementary schools. Through assigned readings, classroom discussions, content rich mathematics activities, and assignments that require data collection in your field placement, you will be supported as you make sense of how to approach the profession of teaching. Through examining classroom culture and structure, and evaluating, designing and implementing math lessons, we will set the stage for our development as elementary mathematics teachers.

Please note:  We will adhere to the syllabus as much as possible.  However, we are sensitive to the needs of the class, therefore, the syllabus is subject to change.  

EDUC 262 Teaching Language Arts in Elementary Schools

A study of language arts teaching strategies, with a focus on teaching writing to students in grades TK-8, including English Learners and students with special needs.  Focused attention is given to techniques for integrating the Language Arts across content areas.

EDUC 231C Ethical Reflective Practicum in Elementary Schools III

  1. The teacher candidate will continue to maintain a narrative reflective journals of all instruction observed. (6.1-6.4, 6.6)
  2. The teacher candidate will demonstrate knowledge and use of the range of curricular materials and resources available at their school.  (2.4)
  3. Students will explore a variety of positive ways to manage student behavior (1.8, 2.1, 2.6, 2.6)
  4. Each student will demonstrate a developing repertoire of effective teaching standards in their specific content teaching area. (1.6, 1.8, 2.1, 2.2 3.4, 5.5)
  5. Students will understand their legal and ethical responsibilities as a professional educator. (2.3, 2.4, 6.5, 6.6)
  6. Students will understand the value of parents as partners and develop strategies to utilize the skills of parents. (1.2, 2.6, 4.6)
  7. Reflect on the moral and ethical core of your teaching practice and on the relationship between your moral/ethical core and your identity and life experiences (TPE 6.1)
  8. Collaborate with classmates in professional learning communities (PLCs) to analyze and evaluate the complexities of ethical classroom teaching in culturally and linguistically diverse school settings (TPE 6.3)

EDUC 263 Elementary Methods in S.S. & Visual Performing Arts

In this course, multiple subject credential candidates learn how to design, implement, and evaluate standards-based social science lessons and how to integrate content from the California content standards for visual and performing arts, and the California Common Core. The course emphasizes mastery of instructional strategies that create opportunities for all students, including English learners and students with special needs, to read and write about how to use social studies for social justice and how to incorporate the visual and performing arts as ways to express and visually represent meaningful learning. Topics include working with curriculum frameworks and content standards, developing curriculum units, and planning lessons that maximize the learning of all students.

EDUC 264 Elementary Methods in Science, Health & Physical Ed.

This course is designed to assist multiple subject credential candidates in developing the skills necessary to design and carry out science, health, and physical education instruction, demonstrations and laboratory experiences for students in elementary and middle school programs. We will build on current research and best practice in order to foster science/health/PE learning in K-8 students. The process of creating content, developing curriculum, and applying standards to generate meaningful lessons are emphasized with an additional area of emphasis being placed on assessment and collaboration. Scientific inquiry, project-based instruction (PBI), Common Core integration, and Next Generation Science Standards (NGSS) will be emphasized along with best practices in the STEM/Health/PE model.

EDUC 231D Ethical Reflective Practicum in Elementary Schools IV

This class is the third in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the public schools at the TK -12 levels.  The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience.  This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).

 

Single Subject Courses

EDUC 275 Ethics, Diversity, Reflection: Intro to TK-12 Teaching

This intensive five-day course orients credential candidates to the MATTC preliminary teaching credential program and to the teaching profession.  Emphasis is placed on providing opportunities for candidates to learn and to practice the inquiry, thinking, and reflection skills that are the foundation for teachers’ ongoing professional development throughout their careers. 

EDUC 278 Development & Learning TK-12

Drawing on both developmental and educational psychology, this course examines theories and patterns of learning, development, and individual differences as they relate to teaching practices and educational programs. Students apply theories of cognitive, physical, social/emotional and motivation to learning contexts among children and youth.

EDUC 221M Effective Teaching for Students with Disabilities

EDUC 221M Effective Teaching for Students with Disabilities provides multiple and single subject teaching credential candidates with an introduction to creating positive and effective, inclusive, instructional environments for all learners, including students with disabilities. This course introduces the candidates to a range of strategies for learning about their students’ background knowledge, experiences, and interests and for identifying their academic, language, and social skill levels. Focused on the use of effective, inclusive teaching practices that enable all students to be successful, the course develops candidates’ ability to plan and implement flexible, standards-based instruction that will enable every student to learn every day. This course includes a study of types of disabilities according to IDEA 2004 and California rules and regulations, and criteria for identification for special education services, as well as an examination of the types of services provided in response to student needs. Candidates examine the population of students included for special education services, the continuum of services available, and different models of service delivery.

EDUC 282 English Language Development in TK-12

This course is designed to provide knowledge of the linguistic and cultural aspects of developing English language proficiency. Students develop an understanding of the theory and methods of teaching linguistically diverse learners, including models for designated and integrated English language development as well as sheltering strategies to make content more accessible. 

EDUC 277 Social Foundations of Education

The goal of this course is to examine the historical, social, philosophical, and legal foundations of American education. We explore the impact of these various influences on the current state of education, as well as consider the future of education in a diverse society. This course provides an opportunity to reflect on our roles as educators and the manner in which we will work to improve the educational experience for all students.

EDUC 283 Elementary Classroom Management

Research data report that the number one reason teachers leave the classroom is because they cannot manage their students.  In fact failure to control the classroom is synonymous with failure as a teacher. This course will explore the importance of establishing a positive structured learning environment by developing a successful classroom management model that is consistent with the California Standards for the Teaching Profession. Topics will include, but not be limited to, the following: motivation, managing time and physical space, and establishing rules and routines. 

EDUC 276 Technology for TK-12 Teachers

This course is designed to acquaint teacher credential candidates with learning theories, practices, hardware, software applications, and web resources that are useful in integrating technology into the daily practice of K-12 teachers. The course meets the requirements identified in the technology standard for teacher preparation for the State of California. The guiding philosophy for the course is Constructivism, instantiated in the design of collaborative, project-based learning activities that capitalize on the full potential of educational technologies. Students will be expected to fully engage in classroom exercises, group projects, and small-group and whole-class discussions on the assigned readings.

EDUC 230A Ethical Reflective Practicum in Secondary Schools I

This class is the first in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).

EDUC 230B Ethical Reflective Practicum in Secondary Schools II

This class is the second in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the public schools at the TK -12 levels.  The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience.  This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).

EDUC 230C  Ethical Reflective Practicum in Secondary Schools III

This class is the third in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the public schools at the TK -12 levels.  The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience.  This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).

EDUC 230D  Ethical Reflective Practicum in Secondary Schools IV

This class is the third in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the public schools at the TK -12 levels.  The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience.  This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).

EDUC 285A English Methods

EDUC285 and EDUC286 are designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach their specific academic subject, Secondary English/World Lang. Methods, effectively to all students. Special attention is paid to developing candidates’ ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all students equitable access to curriculum content. All single subject credential candidates are required to take the EDUC285 Methods I and EDUC286 Methods II blocks in the content area aligned with the credential they are seeking.

EDUC 286A World Languages

This course is designed to further enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach World Languages to all students. Special attention is paid to developing candidates’ ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all students equitable access to World Languages curriculum. All single subject credential candidates are required to take the Methods I and Methods II block in World languages. The course requires concurrent enrollment in EDUC 231c or employment as a full-time teacher in a Private school.

EDUC 287A Math Methods

EDUC 287 (Secondary Math Methods I) course is Part 1 of a two-course sequence in secondary mathematics teaching methods. This sequence is designed to provide teacher candidates with a coherent set of experiences for mathematics teaching and learning in secondary schools. Through assigned readings, classroom discussions, content rich mathematics activities, and assignments that require data collection in your field placement, you will be supported as you make sense of how to approach the profession of teaching. Through thinking about ourselves as teachers, examining classroom culture and structures, facilitating mathematical discussions, and assessing student work, we will set the stage for our development as secondary mathematics teachers.

EDUC 288 Science Methods

This course introduces the instructional design techniques and strategies for developing effective programs of study for secondary science students. In addition, the course is designed for engagement with the current issues, challenges, and opportunities associated with science teaching and learning at the secondary level, with particular emphasis on the assurance that all students have opportunities to learn the core ideas, practices, and crosscutting concepts (as outlined in state and national standards documents), while leveraging students’ interests, prior knowledge, and lived experiences. Various course activities are designed to explore the following: 1) the relationship between content-specific lesson planning, enactment, and reflection; 2) what it means to teach three-dimensional science content that is aligned to the Next Generation Science Standards and reflects what the profession currently understands about the learning of scientific concepts; 3) rethinking procedural laboratory and textbook activities; and 4) methodologies to foster and maintain a positive scientific classroom climate that incorporates all aspects of science proficiency.

EDUC 289A Social Science Methods

This course is designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach their specific academic subject effectively to all students. Special attention is paid to developing candidates’ ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all students equitable access to curriculum content. All single subject credential candidates are required to take the Methods I and Methods II block in the content area aligned with the credential they are seeking. Single subject credential candidates in art and music should enroll in the social sciences methods course block.

EDUC 285B English Methods

EDUC285a and EDUC285b are designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach their specific academic subject, Secondary English/World Lang. Methods, effectively to all students. Special attention is paid to developing candidates’ ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all students equitable access to curriculum content. All single subject credential candidates are required to take the EDUC285a Methods I and EDUC285b Methods II blocks in the content area aligned with the credential they are seeking.

EDUC 286B World Languages

This course is designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach World Languages to all students. Special attention is paid to developing candidates’ ability to utilize standards and instructional strategies to plan, deliver and reflect upon instruction that supports language development. The course also probes the role of cultural and content understanding in the development of instruction. All single subject credential candidates are required to take the Methods I and Methods II block in World languages. The course requires concurrent enrollment in EDUC 231b or employment as a full-time teacher in a Private school.

EDUC 287B Math Methods

EDUC 288 (Secondary Math Methods II) course is Part 2 of a two-course sequence in secondary mathematics teaching methods. This sequence is designed to provide teacher candidates with a coherent set of experiences for mathematics teaching and learning in secondary schools. Through assigned readings, classroom discussions, content rich mathematics activities, and assignments that require data collection in your field placement, you will be supported as you make sense of how to approach the profession of teaching. Through thinking about ourselves as teachers, examining classroom culture and structures, facilitating mathematical discussions, and assessing student work, we will set the stage for our development as secondary mathematics teachers.

EDUC 288B Science Methods

This course continues the work undertaken in EDUC 288A (Secondary Science Methods I) to develop and refine instructional design techniques and strategies for implementing effective programs of study for secondary science students. This course includes a focus on planning an instructional sequence and assessments within a 5-E paradigm for science teaching. In addition, the course will maintain focus on increasing your familiarity with the basics of project-based instruction (PBI); and the Next Generation Science Standards (NGSS) and how these relate to planning lessons and assessments. In addition, the course will continue our engagement with the current issues, challenges, and opportunities associated with science teaching and learning at the secondary level, with particular emphasis on the assurance that all students have opportunities to learn the core ideas, practices, and crosscutting concepts (as outlined in state and national standards documents), while leveraging students’ interests, prior knowledge, and lived experiences. Various course activities will continue to explore the following: 1) the relationship between content-specific lesson planning, enactment, and reflection; 2) what it means to teach three-dimensional science content that is aligned to the Next Generation Science Standards and reflects what the profession currently understands about the learning of scientific concepts; 3) rethinking procedural laboratory and textbook activities; and 4) methodologies to foster and maintain a positive scientific classroom climate that incorporates all aspects of science proficiency. Lastly, this course explores resources available to the science teaching community, including inquiry-based materials for teaching secondary science content for student understanding.

EDUC 289B Social Science Methods

This course is designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach their specific academic subject effectively to all students. Special attention is paid to developing candidates’ ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all students equitable access to curriculum content. All single subject credential candidates are required to take the Methods I and Methods II block in the content area aligned with the credential they are seeking. Single subject credential candidates in art and music should enroll in the social sciences methods course block.

EDUC 294A Adolescent Literacy Development I

EDUC294 Adolescent Literacy Development presents research-based principles for effective literacy instruction in secondary school settings. Students will explore theories, major trends, and principles in the field of literacy that render effective instruction for particular purposes and reflective of students’ needs and strengths.  Attention will be given to what, why, when, and how specific components of literacy are taught to promote communicative, reading, and writing competence in linguistically diverse classrooms and for individuals within a broad range of experiential and ability levels.

EDUC 294B Adolescent Literacy Development II

This first course of the two-course sequence presents research-based principles for effective literacy instruction to support content area learning in secondary school. Students acquire models for integrating reading and academic talk into content area instruction. Attention is given to supporting the literacy and content area learning of English Learners and students with a broad range of experiential and ability levels.

EDUC 296 ASSESSING SECONDARY STUDENT LEARNING

This course is designed to help you understand, integrate, and skillfully apply the principles of assessment. You will be taught how to develop assessments that align well you’re your lesson objectives and provide information about what your students have learned. Overall, this course will help you to understand the principles of assessments, construct valid assessments of student learning, recognize the strengths and limitations of various assessment types, and learn about the legal and ethical implications in the use of assessment data. At the end of this course, you will be able to develop, administer, and score a range of sound formative and summative assessments that will help all your students learn.

 

Bilingual Authorization Courses

EDUC 246 Bilingual Seminar (In-Service)

This course is continues discussions about bilingual methods and foundations as well as begins to provide insights into the Latina/o language practices and culture. In-Service Bilingual Teacher candidates gather information about the role and place of both languages at their school site, gather evidence as to the cultural and historical context of the Latino community that they serve as well as sharpen their bilingual methodologies.

EDUC 247 Latino/a Language and Culture

This course is designed to enable students to develop an awareness and understanding of the traditions, roles, status, and communication patterns of Latina/os as practiced in the United States and their country of origin. Students will acquire skills to discern patterns of cultural relationships among Latina/os in the US and CA. Students will also acquire understandings of the historical, political, economic, religious, and educational factors that impact the acculturation of Latina/os in the US and CA. An emphasis will be to view Latina/os countries’ of origin various factors (demographic, language use, immigration patterns) and how these impact settlement in CA.

EDUC 248 Bilingual Foundations in TK-12

This course is designed to enable students to develop an awareness and understanding of foundational issues of Bilingual Education and bilingualism. Students learn about the legal and legislative foundations of bilingual education in the United States. Histories and policies that have shaped bilingual education in the US is also a focus of the course. Students learn to apply knowledge of cognitive effects of bilingualism and biliteracy to instructional plans. Tenets of bilingualism are reviewed, including the Common Underlying Proficiency construct to understand transferability of skills, understandings and strategies from primary to target language. Students develop skills to promote authentic parent participation to ensure parents are viewed as a critical resource toward ensuring strong bilingualism and biliteracy development.

EDUC 249 Bilingual Methods

This course focuses on the methodology of instructing students in Spanish and English in K-12 settings. The course addresses issues related to content scaffolding, biliteracy development and assessment of emergent bilinguals. Focused attention is given to first and second language development, including the interrelationship among reading, writing speaking and talking and the linguistic structure of both the English and Spanish language. Students also develop an understanding of the historical policies, program type and understanding of the diverse types of bilingual programs in the US. This course is required of all Bilingual MATTC candidates and must be taken concurrently with enrollment in EDUC 266b or a full time teaching position in a bilingual Catholic school. (3 units)

 

Educational Leadership Courses

EDUC 221M Effective Teaching for Students with Disabilities

EDUC 221M Effective Teaching for Students with Disabilities provides multiple and single subject teaching credential candidates with an introduction to creating positive and effective, inclusive, instructional environments for all learners, including students with disabilities. This course introduces the candidates to a range of strategies for learning about their students’ background knowledge, experiences, and interests and for identifying their academic, language, and social skill levels. Focused on the use of effective, inclusive teaching practices that enable all students to be successful, the course develops candidates’ ability to plan and implement flexible, standards-based instruction that will enable every student to learn every day. This course includes a study of types of disabilities according to IDEA 2004 and California rules and regulations, and criteria for identification for special education services, as well as an examination of the types of services provided in response to student needs. Candidates examine the population of students included for special education services, the continuum of services available, and different models of service delivery.

EDUC 230A Ethical Reflective Practicum in Secondary Schools I

This class is the first in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).

EDUC 263 Elementary Methods in S.S. & Visual Performing Arts

In this course, multiple subject credential candidates learn how to design, implement, and evaluate standards-based social science lessons and how to integrate content from the California content standards for visual and performing arts, and the California Common Core. The course emphasizes mastery of instructional strategies that create opportunities for all students, including English learners and students with special needs, to read and write about how to use social studies for social justice and how to incorporate the visual and performing arts as ways to express and visually represent meaningful learning. Topics include working with curriculum frameworks and content standards, developing curriculum units, and planning lessons that maximize the learning of all students.

EDUC 294B Adolescent Literacy Development II

This first course of the two-course sequence presents research-based principles for effective literacy instruction to support content area learning in secondary school. Students acquire models for integrating reading and academic talk into content area instruction. Attention is given to supporting the literacy and content area learning of English Learners and students with a broad range of experiential and ability levels.

EDUC 360 Organizational Leadership

CATE Objectives, including theories and concepts of leadership and their relationship to theory and practice. Understand and develop skills and strategies within the context of contemporary issues which include sustainable schools, student centered vision, use of data and sound teaching and learning for all students. Understanding skills to align the school vision with the local diocese or LEA. Develop skills and strategies for employee accountability, professional ethics and adapt personal skills needed for leadership and administration.

Development of individual views and understanding of leadership styles, strategies that include plans for self-development and a reflection of personal leadership styles.

This class will include an analysis of leadership theory, research and demonstrations of practical applications with regard to current leadership practices. Students will be actively engaged in analysis of their own leadership styles, strengths and challenges. They will also be able to identify requisite skills needed to assume administrative positions and to sustain healthy organizational cultures within an educational setting. Much of the focus of this class will be dedicated to the unique role and responsibilities of Catholic school leaders.

EDUC 361 Instructional Leadership

This course will focus on K-12 CAPE content standards and their implications for the development of curriculum and instruction. This includes the use of assessments, teaching strategies and the appropriate blend of technology for teacher and students at all grade levels. There will be comprehensive demonstrations of best practices for instruction which will be modeled and discussed throughout this course. Students will understand the professional standards for implementing learning objectives which are meaningful, measurable and appropriate for grade levels.

Theories of curriculum and instruction will be weaved through this class including the understanding of readiness for college and career. Students will engage in developing their understanding of culturally safe learning environments, positive classrooms and will explore the practices for ELL and Special Needs Students.

In addition, students will understand how to use the influence and power inherent in a leadership position to enhance the educational program, promote learning for all student groups, strategically plan and make fair and appropriate decisions. Theories and strategies for communicating with and involving multiple constituencies in identifying student and school needs for working with others to improve student learning opportunities and outcomes for all students. Leadership responsibilities and professional accountability for assessment of teacher instruction will also be included in this course.

EDUC 362 Organizational Behavior

The course includes topics such as the improvement of educational institutions and other organizations as a result of improving management practices; avoiding old mistakes and facing problems and challenges associated with a changing, culturally diverse school population with confidence are considered. Discussions include goal setting and the role of the individual and institutions. Topics include government intervention in education, legislation, regulation and policymaking. The organization as a target of legislative reform is discussed. Solving problems before they become unsolvable and strategies for improving management are considered (from SECP Graduate Bulletin, 2016, p. 98).

EDUC 363 Organizational Governance & Law

This course is part of the Educational Leadership sequence of study. The focus of this course is the examination of the issues of education, law and morality and ways in which the law, by its very nature, cannot be separated from ethics and morality. Theories of law and of the relationship between law and other social and ethical values are reviewed. The ability of leaders to have a better understanding of the law and the politics associated with governance and the ability to assist people to work through moral dilemmas associated with the law are considered. Cross-cultural communications, desegregation and discrimination, credentialing laws, assignment authorization, and schools as a political system are also examined.

Students will grapple with legal, ethical and practical challenges in organizational governance. Leadership issues will be explored and collaboratively practiced through technology-enhanced case study. Students will develop a sense of legal reasoning to minimize organizational risk and promote effective and justice-oriented decision-making for the communities in which they serve as leaders.

EDUC 364 Leadership Field Lab- Educational Leadership Practicum

This course is the first of three leadership learning experiences centered on an approved and supervised embedded job experience or field placement in educational or nonprofit leadership. The course is built around weekly reflection and skill building, monthly seminars, and culminates in a field project and candidate evaluation. The candidate develops interpersonal and leadership skills in developing and leading the organization’s vision given the complex realities, multiple constituencies, and challenging interactions of the site. The candidate develops skills in shared leadership and change management and applies this to a site. The candidate coordinates organizational, legal, and ethical dimensions of leadership. This field lab extends and applies knowledge and skills developed in EDUC 360, 362, 363, and 428, and is ordinarily completed in the same program year as these courses. (3 units)

EDUC 365 Human Resource Development 

This course is part of the Educational Leadership sequence of study. It is intended to provide students with an introduction to the principles of human resource development and an overview of various supervision, evaluation, and leadership tools and strategies to support the cultivation of the people who make organizations work. Students will read empirical and conceptual works as well as a foundational guide for practitioners to anchor reflection and experiential learning related to managing human resources and organizational growth.

Students will grapple with legal, ethical and practical challenges in human resource management and collaboratively design plans to address such issues. Leadership issues will be explored and practiced including motivating individuals and teams, interviewing and hiring, conducting observations, designing improvement plans, nurturing a fair and inclusive environment, and creating a culture of performance and continuous improvement.

EDUC 366 Community Leadership and Public Relations

Exploring Community and Public Relations through the lens of visionary thinking and creative business strategies.

  • Partnership roles among school, business and community
  • Leading and initiating change through strategic planning
  • Strategies for positive relationships with internal and external school communities
  • Understanding how to best serve community through shared vision, and a variety of communication networks.
  • Identifying what an inclusive school community means and how to sustain this model.
  • Building knowledge and strategies for reaching out to the broader

Students will actively engage in strategic planning and projects throughout this course and will utilize the Business Canvas strategic models to create strategic initiatives for current realities and leadership positions.

EDUC 367 Contextual Field Lab – Educational Leadership Practicum

EDUC 367, Contextual Field Lab, is the second of three leadership learning experiences centered on an approved and supervised embedded job experience or field placement in educational or nonprofit leadership. The course is built around weekly reflections, skill building, consulting with a supervisor and culminates in a field project with candidate evaluation. The candidate develops skill in the design, collection, and use of data for decision making and program improvement in the context of relevant professional standards and outcomes.

The candidate implements effective strategies for human resource development from recruiting and hiring through training and life-long development of relevant capacities. The contextual field lab focuses on developing candidate leadership and management skills in program assessment, design, delivery, evaluation, and modification, together with effective human resource development. This field lab extends and applies knowledge and skills developed in EDUC 361, 365, 368, and 371 and is ordinarily completed in the same program year. 3 units [Fall, Winter, Spring, Summer].

EDUC 368 Program Evaluation

This course is part of the Educational Leadership sequence of study. It is intended to provide students with an introduction to program evaluation and the principles of assessment; it includes an overview of various assessment tools and strategies with a focus on data analysis and the use of evidence in decision-making. Students will read empirical and conceptual works as well as a foundational guide for practitioners to anchor reflection and experiential learning related to the principles of assessment and school improvement. The relevance and application of these principles for instructional leadership is explored, with an emphasis on the continuous school improvement framework in lieu of compliance-oriented reform. Students have the opportunity to gather comparative information through a well-designed process of assessment, analysis, and evaluation. Evidence and results will be analyzed within the appropriate context to determine judgment, size, and worth. Students will grapple with common misconceptions in assessment and the challenges, limitations, and possibilities that assessment holds for school improvement.

Leadership issues will be explored and practiced including building the credibility of results through careful choice of the evaluation design and assessment tools and communicating assessment results to myriad stakeholders in communities. Students will work collaboratively and individually to create a systematic accountability process and develop pragmatic steps to design, implement, evaluate and effectively promote school improvement.

EDUC 369 Action Research and Research Methods

The course focuses on a spectrum of activities that focus on research, planning, theorizing, learning, and development in the resolution of a problem or problems. An understanding of the qualitative research principles, the dynamics associated with diversity and change and the need to study problems that are relevant in real settings while systematically inquiring, making hypotheses and testing these hypotheses; use as a vehicle for empowering teachers and learners. Approaches to scholarly inquiry. (3 units)

EDUC 370 Field Lab-Community, Diversity and Technology

This course is the first of three leadership learning experiences centered on an approved and supervised embedded job experience or field placement in educational or nonprofit leadership. The course is built around reflection and skill building, monthly seminars, and culminates in a field project and candidate evaluation. The candidate develops skills in the full range of leadership and management skills

for forming sustainable organizations that serve their intended communities. The field lab focuses on effective management of technology, as well as finances, facilities and fundraising. This includes budgeting, financial reporting and meeting legal reporting requirements. The candidate engages in both learning from and serving the organizations and community stakeholders. This lab extends and applies knowledge and skills developed in previous courses taken in during the degree program.

EDUC 371 Program Interventions

The purpose of the Program Interventions course is for students to develop the knowledge and skills necessary to evaluate and select appropriate interventions to build a culture of inclusion within school and other environments. The emphasis is on effective, efficient, and socially valid models of intervention, primarily through Multi-Tiered Systems of Support. The course develops an understanding of program evaluation measures, and requires students to be able to demonstrate this knowledge for purposes of making data based decisions to develop intervention plans for a variety of learners including students with disabilities and other special concerns such as youth from foster, immigrant and migrant families, students who are at risk and students from language diverse communities. Synchronous and asynchronous class activities provide practice in the use of relevant interventions designed to effect continuous improvement in schools and other organizations. The course focuses on the role of educational leaders in serving students and building inclusive school communities and other organizations.

EDUC 374 Organizational Culture and Change

This course explores current issues with regard to organizational culture and change. Topics to be explored include how organizational culture influences such things as making staffing decisions, using data driven professional development, understanding the barriers to organizational reform, managing and changing culture, understanding governance structures for public and private schools and other organizations, and creating principles of equity, diversity, inclusivity, accountability as well as researching future educational visions.  

EDUC 376 Technology to Enhance Leadership

This course enables the educational leader to develop the ability to make informed decisions about appropriate technologies for school use, understand the importance and role of multimedia technologies for instructional support, administrative decision-making, and management of data in schools. It further helps the administrator to use computers and other technologies in the performance of their responsibilities, and to define, develop, and demonstrate standards of ethics for technology and the use of technology in the schools.

EDUC 391 Ethics in Education

The course examines the roles educators play in the moral education of students, and the formation of ethical school communities and agencies. Educational ethics invites educators to consider the roles, stakeholders, issues, and methods useful for applied ethics in the schools. Discussion focuses on major ethical theories and principles Students develop a method for making ethical decisions involving administration, faculty, and student life, while considering realistic ethical problems. The course includes investigations into controversial ethical issues and dilemmas to prepare educators to critically think through potential situations that may arise with students, parents, administrators, and peers. [3 units]

EDUC 400A EDUC 400B EDUC 407 California Professional Standards for Educational Leaders (CPSEL)

These three graduate courses form an integrated body of a two-year study and support of candidates who wish to obtain a “clear” induction administrative credential to work in California schools. These three courses are treated as one set of courses to introduce and develop students to gain competence in the concepts, skills and specific tools by which to effectively and pragmatically lead schools as organizations, with the primary focus on developing and demonstrating competence in each of the six California Professional Standards for Educational Leaders (CPSEL). These courses must total at least 14 units. The individual nature of the course structure supports those in public standard schools, public charter schools, and private schools, both those with a religious focus and those that are public, secular (not religious) schools

These courses have been revised to meet the current California standards for school administrators. Based on prior state standards with some revisions by the state recently, these new standards primarily focus on the six California Professional Standards for Educational Leaders (CPSEL). Please see the required reading list for more detailed information about the CPSEL. 

Often course assignments are designed so that each student can use his/her own past, present or future school organization as the focus for the content of most assignments. Many assignments expect students to reflect and think about how to practically use their learning in these courses. 

The three courses have a sequence, but depending on individual needs, students may take the three courses out of the normal sequence, and for whatever amount of credits is appropriate to reflect the work and learning of the student, as determined collaboratively between the student and the student’s coach.