EDUCATION

Educational Administration (EDAU)

EDAU 670 Organizational Leadership and Development

The purpose of an educational organization, such as school, is for people to join together to create good work that results in powerful learning for all children. This course covers group dynamics, the change process, and facilitative leadership models that support positive interdependence and worthwhile change. Effective leaders practice ethical decision-making, capacity-building, and critical reflection for themselves, others and the system. In authentically aligning words and work, they will learn how to inspire collaboration, and the creation of dynamic and democratic communities of learners. 3 credits.

EDAU 672 Management of Personnel, Resources and Operations

To examine the role of Human Resource Management in the public schools as it relates to certificated, classified, and management personnel in the processes of recruitment, selection, assignment, evaluation, and retention. Additional components will include staff development, in-service, and the collective bargaining processes of negotiations and contract management. State and federal laws and policy that effect personnel will also be reviewed as well as the relationships between the Board of Education, employees, and the superintendent. 3 credits

EDAU 674 Supervision and Assessment of Instruction

Candidates study various theoretical paradigms and the historical content of teaching as well as multiple styles of learning. Assessment models are reviewed as they relate to current policies, laws, and standards. Candidates construct alternative models to current practices in the supervision of instruction or assessment. 3 credits

EDAU 675 Policy, Politics and Educational Governance

Effective and principled leadership requires a consciousness of power and influence and the capacity to deal with conflicts of interest in public education. Candidates study national, state and local policies and governance systems with a focus on implementation at the micro-political level. The relationships of constituencies such as: unions, school boards, local communities and special interest groups are examined for their political impact upon K-12 education operations, working with diverse populations and the role of schooling in a democratic society. Critical theory and social justice are taught as part of this exploration. 3 credits.

EDAU 676 Educational Law and Finance

Candidates examine the impact of current, historical, political, social and legal issues that influence school law at the site level and at the district level. Candidates study federal and state law, Supreme Court and Appellate Court decisions while relating them to the administration and leadership of public school education. In addition, candidates examine current financial, political, and social issues as well as historically relevant topics that have influenced school finance. The course covers sources of revenue, types of funding, district and site budget development, restricted and unrestrictive funds, audit requirement, the impact of demographics on school district operations. 3 credits.

EDAU 678 Leadership for Diversity, Equity and Community

Candidates will examine issues related to equity, diversity and their implications for educational settings. Personal and community biases will be scrutinized regarding: race, gender, socio-economic status, culture, sexual orientation, religion, second language learners and persons with special needs . Through coursework, group work, and situational case studies candidates will be challenged to examine their attitudes toward these critical issues and to become sensitive and proactively responsive to them. Candidates will learn of the leadership capacities needed to ensure access, academic and social equity for all members of the extended school community. 3 credits

EDAU 691 Directed Fieldwork in Administrative Services

Candidates will participate in fieldwork experiences in an administrative or quasi-administrative position for a minimum of 100 clock hours. Candidates will prepare a Professional Development Plan that is based on the California Professional Standards for Educational Leadership and reflects the needs of the candidate and the unique characteristics and qualities of their fieldwork placement. The Professional Development Plan will serve as a guide for acquiring a working knowledge of duties and problems typically encountered by education administrators. Candidates will observe and apply principles learned in the Administrative Services Credential Program courses. Regularly scheduled Seminars will provide additional support, instruction and assessment for candidates as they progress through the fieldwork experience. May be repeated for credit. 3-6 credits

EDAU 710 Professional Clear Mentoring of Candidate II

Pursuant to SB1655, Chapman University is authorized to offer a credential fieldwork/evidence of competency option to administrators who are seeking to earn their Professional Clear Administrative Services Credential (Tier II). Under this option, candidates will demonstrate their knowledge, skills and abilities through an assessment component. Candidates must be accepted into Chapman's Professional Clear Administrative Services Credential Program as specified in the catalog, must work closely with a faculty mentor/supervisor from the university and mentor/supervisor from the educational site. Under supervision, candidates will design and implement a Professional Development Plan (PDP). In addition, candidates will develop an "Evidence of Competence Portfolio," verifying mastery in all of the "CA Professional Standards for Educational Leaders" through written documentation, narrative reflection, artifacts and other appropriate evidence. 3 credits.

EDAU 720 Professional Clear Assessment of Candidate Competence II

Prerequisites: Successful completion of EDAU 710. This course builds upon the foundations of the prior strengths of the candidates, the Professional Development Plan (PDP), and the materials in the "Evidence of Competence Portfolio". Candidates synthesize their learning and apply conceptual knowledge to administrative practice in ways that engage them in important issues of educational leadership. (EDAU 720 is the second half of the required program. See EDAU 710 for information on the first half.) In order to recommend a candidate for the Professional Clear Administrative Services Credential, the university program advisor must verify competence in candidate performance as outlined in the "California Professional Standards for Educational Leaders" using the Descriptions of Practice (DOP), the candidate's "Evidence of Competence Portfolio" and feedback from all members of the triad (candidate, university, site). A culminating assessment brings closure to this process and establishes direction for continuing growth and professional development. 3 credits.

Multiple Subject (EDMU)

EDMU 520: Literacy and Language in K-8 Classrooms I

Prerequisites: EDUU 510 and 512. Literacy and Language I focuses on first and second language acquisition, English language development, the reading-writing connection, and literacy development. The major study units also include early literacy, emerging literacy, beginning reading, beginning writing, and children's literature. Candidates will design and conduct a tutorial that reflects their initial proficiency in reading diagnosis, implementation of theory-based strategies and interventions that provide effective instruction for diverse learners, including English learners and students with special needs. Candidates will use the tutorial experience to write a case study. Candidates also begin a Classroom Reading Resource Portfolio organized by the RICA domains that will also serve as a RICA study guide. 3 credits.

EDMU 521: Literacy and Language in K-8 Classrooms II

Prerequisites: EDUU 510, 512 and EDMU 520. Literacy and Language II focuses on first and second language acquisition, English language development, the reading-writing connection and literacy development. The major study units also include developing literacy, developing reading, developing writing, independent reading, independent writing, and children's literature. Candidates will design and conduct a tutorial that reflects their proficiency in reading diagnosis, implementation of theory-based strategies and interventions, which provide effective instruction for diverse learners, including English learners and students with special needs. Candidates will use the tutorial experience to write a case study. Candidates finish their Classroom Reading Resource Portfolio organized by the RICA domains that will also serve as a RICA study guide. 3 credits.

EDMU 522: Mathematics and Science in K-8 Classrooms

Prerequisites: EDUU 510, and 512. This course provides students an opportunity to study teaching and learning in the areas of mathematics and science. As students examine and explore these content areas, they will focus on methods to apply their learning in the elementary classroom. Candidates will study elements of curriculum integration for mathematics and science. They will present selected lessons and reflect on the teaching/learning experience. 3 credits.

EDMU 523: History, Social Science and Visual/Performing Arts in K-8 Classrooms

Prerequisites: EDUU 510, and 512. This course provides candidates an opportunity to study teaching and learning in the areas of history, social science, and visual and performing arts. As candidates examine and explore these content areas, they will focus on methods to apply their learning in the elementary classroom. Candidates will develop an integrated/thematic unit focusing on the social sciences and include elements of the visual and performing arts. They will present selected lesson(s) from their unit, and reflect on the teaching/learning experience. 3 credits.

EDMU 580 Supported Teaching: Elementary School

Prerequisites: Candidates must be admitted to the CUC Teacher Preparation Program (Multiple Subject); have a passing score on CBEST; be employed on an Emergency Permit or Intern Credential in a California public school or in a WASC accredited private school in a self contained classroom for the equivalent of a full day in multiple subjects; have a GPA of 3.0 or above in the credential program courses; and be concurrently enrolled in university coursework. Candidates teaching in a public school must also have passed appropriate CSET. The university supports candidates as they begin teaching with an emergency permit or an intern credential in an elementary or appropriate middle school classroom. Enrollment in Supported Teaching is for one term of eight weeks unless otherwise waived. Graded on a Pass/No Pass basis. 3 credits.

EDMU 582 Directed Teaching I: Elementary School

Prerequisites: passing score on CBEST, admission to teacher education program; a minimum of 12 credits of education coursework at Chapman University, passing score on an appropriate CSET; completion of all program prerequisites, and EDUU 510, 511, 512, EDMU 520, 521, 522, 523 and formal advancement to Directed Teaching required. Candidates do supervised Directed Teaching I for one full term (full school days) in a master teacher's classroom or in their own classroom if an intern. Candidates are regularly evaluated by a university supervisor and enroll in EDUU 540/541. Student teaching placement must include classes at two different levels with one placement in a setting in which the student population is at least 25 percent ethnically different from the student teacher. Graded on a Pass/No Pass basis. 3-6 credits.

EDMU 583: Directed Teaching II: Elementary School

Prerequisites: Successful completion of EDMU 580 or 582, and all prerequisites for EDMU 582. Candidates do supervised Directed Teaching II for one full term (full school days) in a master teacher's classroom or in their own classroom if an intern. Candidates are regularly evaluated by a university supervisor and may enroll in EDUU 540/541. Student teaching placement must include classes at two different levels with one placement in a setting in which the student population is at least 25 percent ethnically different from the student teacher. Graded on a Pass/No Pass basis. 3-6 credits.

Single Subject (EDSU)

EDSU 530 Theories, Methods, and Materials for Teaching English Learners

Prerequisites: EDUU 510 and 512. This course focuses on theories, issues, and practices involved in first and second language acquisition and maintenance, including psychological, socio-cultural, pedagogical, legal, and political factors. It provides an overview of state-designated assessment instruments and policies to identify and place English learners, and the spectrum of school-based educational structures that address these students' academic needs in California, as guided by the state's Standards for English Language Development. Comparative/contrastive linguistics as well as English language and concept development strategies in content area instruction are addressed. During field experiences, candidates use effective methods for fostering academic excellence in English learners. Special attention is devoted to the interconnection between classroom organization and curricular planning, and the collaboration with specialists, paraprofessionals and parents/caregivers to support classrooms with diverse levels of English language proficiency. 3 credits.

EDSU 531 Secondary Instructional Strategies for Language/Culturally Diverse Classrooms

Prerequisites: EDUU 510 and 512. This secondary strategies course builds upon the best practices and principles introduced throughout the Single Subject 2042 Credential program and focuses on 1) the fundamental challenges and responsibilities of designing, organizing, and implementing effective strategies to maximize instructional time for all students in the 12-18 age group, including English learners and those with special needs; and 2) the implications for the creation of a positive, safe, caring classroom environment. Methods for identifying and assessing English learners' language proficiency, placing them in appropriate programs, and evaluating their language academic progress are reviewed. Emphasis is placed on long-session instructional planning that differentiates using Specially Designed Academic Instruction in English, aligned with CA state frameworks and content standards. The development of multiple assessment measures supports all learners, including English learners, in reaching language and core curriculum benchmarks. Ongoing professional development of teacher candidates will promote collaboration among peers, with specialists, paraprofessionals, parents/caregivers, and with other community organizations. Case studies will be used to support specific pedagogy and fieldwork. 3 credits.

EDSU 532 Effective Literacy Instruction for Single Subject Candidates

Prerequisites: EDUU 510 and 512. This course provides substantive, research-based content literacy instruction that effectively prepares each candidate for a Single Subject Teaching Credential to provide instruction in content-based reading and writing skills to a full range of students, including students with varied reading levels, students with special needs, English learners and speakers of non-standard English, as well as advanced learners. Areas of focus include the integration of reading and writing in content areas, literacy assessment models (diagnostic, formative and summative), vocabulary strategies, comprehension strategies, the uses of fiction and non-fiction across the curriculum, literacy resources, including those online, and variations in literacy instruction for students from diverse linguistic and socio-economic backgrounds. Further, candidates will become aware of and understand research-based instructional approaches that build fluency, comprehension and background knowledge, develop academic language, develop study and research skills, and teach writing as a process as it is applicable in each discipline. As candidates study issues of literacy, they will focus on methods to apply their learning in the multilingual, multicultural, diverse secondary classroom. As a part of that goal, candidates will identify California Content Standards for their content area that require literacy strategies and approaches that are appropriate for their content area. They will design and present selected lessons that illustrate a deepening understanding of literacy and how to develop content area literacy in their students. An integral component of this course is a student tutorial, which utilizes strategies studied in this course. The process and progress of the tutorial will be documented through the development of a case study. Further, a dialectical journal or learning log to support the tutorial and the development of the case study will be maintained by each candidate. 3 credits

EDSU 533 Content Specific Strategies for Single Subjects (Series)

EDSU 533-01 Effective Agriculture Instruction for Single Subject Candidates

Prerequisites: EDUU 510 and EDUU 512. The course provides candidates an opportunity to study teaching and learning in the Agriculture content area. As candidates examine and explore teaching agriculture, they will focus on methods to apply their learning in the multilingual, multicultural, diverse secondary classroom. They will design and present selected lessons that are aligned with the California Agriculture Content Standards and reflect mastery of specific content pedagogy. Protocols for using multiple measures for assessing student progress and to inform instruction will be presented. Online professional journals and organization information will be critiqued and utilized. Further, a dialectical journal or learning log will be maintained by each candidate. 3 credits.

EDSU 533-02 Effective Art Instruction for Single Subject Candidates

Prerequisites: EDUU 510 and EDUU 512. The course provides candidates an opportunity to study teaching and learning in the Art, Music, Theatre, or Dance content areas. Candidates will focus on best practices to apply in the multilingual, multi-ethnic, multicultural secondary classroom. They will design and present selected lessons that are aligned with the California K-12 Art, Music, Theatre, or Dance standards and Visual and Performing Arts Framework and reflect mastery of specific content area pedagogy. Online professional journals and organization information will be critiqued and utilized. Further, each candidate will maintain a dialectical journal or learning log. 3 credits.

EDSU 533-03 Effective Business Education Instruction for Single Subject Candidates

Prerequisites: EDUU 510 and EDUU 512. The course provides candidates an opportunity to study teaching and learning in the Business Education content area. Candidates will focus on best practices to apply in the multilingual, multi-ethnic, multicultural secondary classroom, which includes English learners and students with special needs. They will design and present selected lessons that are aligned with the California 9-12 Business Education standards and reflect mastery of specific content area pedagogy. Protocols for using multiple measures for assessing student progress and to inform instruction will be presented. Online professional journals and organization information will be critiqued and utilized. Further, each candidate will maintain a dialectical journal or learning log. 3 credits.

EDSU 533-04 Effective English/Language Arts Instruction for Single Subject Candidates

Prerequisites: EDUU 510 and EDUU 512. This course provides candidates an opportunity to study teaching and learning in English/Language Arts. As candidates examine and explore teaching English/Language Arts, they will focus on methods to apply their learning in the multilingual, multicultural, diverse secondary classroom. They will design and present selected lessons that are aligned with the California English/Language Arts Content Standards and English/Language Arts Framework and which connect reading, writing and oral language processes in an integrated fashion. Candidates will have multiple opportunities to learn and practice ways to differentiate instruction based on the needs and strengths of the range of learners in the classroom, including English learners, struggling readers and writers, advanced learners, ones who use non-standard English and students with special needs. Additionally, these lessons will reflect mastery of English/Language Arts content pedagogy. Also, students will learn about the use of multiple measures to assess student progress toward reaching state-adopted English/Language Arts standards. Protocols for using assessment information to inform instruction will be utilized. Strategies for communicating this assessment information to caregivers in order to improve student performance will be addressed. Online professional journals and organization information will be critiqued and utilized. Further, a dialectical journal or learning log will be maintained by each candidate. 3 credits.

EDSU 533-17 Effective Health Science and Physical Education Instruction for Single Subject Candidates

Prerequisites: EDUU 510 and EDUU 512. This course provides candidates an opportunity to study teaching and learning in Health Science and Physical Education. As candidates examine and explore teaching Health Science and Physical Education, they will focus on methods to apply their learning in the multilingual, multicultural, diverse secondary classroom. They will design and present selected lessons that are aligned with the California Health Science / Physical Education Content Standards and Frameworks. Additionally, these lessons will reflect mastery of either or both content pedagogies. Also, candidates will learn about the use of multiple measures to assess student progress toward reaching state-adopted standards for Health Science / Physical Education. Protocols for using assessment information to inform instruction will be utilized. Strategies for communicating this assessment information to caregivers in order to improve student performance will be addressed. Online professional journals and organization information will be critiques and utilized. Further, a dialectical journal or learning log will be maintained by each candidate. 3 credits.

EDSU 533-06 Effective Home Economics Instruction for Single Subject Candidates

Prerequisites: EDUU 510 and EDUU 512. The course provides candidates an opportunity to study teaching and learning in the Home Economics content area. Candidates will focus on best practices to apply in the multilingual, multi-ethnic, multicultural secondary classroom, which includes English learners and students with special needs. Candidates will learn effective ways to prepare students for living in the twenty-first century as positive, productive members of the workforce, of families and of their communities. Online professional journals and organization information will be critiqued and utilized. Further, each candidate will maintain a dialectical journal or learning log. 3 credits.

EDSU 533-07 Effective Industrial Technology Instruction for Single Subject Candidates

Prerequisites: EDUU 510 and EDUU 512. This course provides candidates an opportunity to study teaching and learning in Industrial Technology. As candidates examine and explore teaching Industrial Technology, they will focus on methods to apply their learning in the multilingual, multicultural, diverse secondary classroom. They will design and present selected lessons that are aligned with the 2002-2004 California State Plan for Vocational Education, the California Industrial Technology Content Standards and Industrial Technology Frameworks. Additionally, these lessons will reflect mastery of Industrial Technology content pedagogy. In addition, students will learn about the use of multiple measures to assess student progress toward reaching state-adopted standards for Industrial Technology. Protocols for using assessment information to inform instruction will be utilized. Strategies for communicating this assessment information to caregivers in order to improve student performance will be addressed. Online professional journals and organization information will be critiqued and utilized. Further, each candidate will maintain a dialectical journal or learning log. 3 credits.

EDSU 533-08 Effective Instruction in Languages Other Than English for Single Subject Candidates

Prerequisites: EDUU 510 and EDUU 512. The course provides candidates an opportunity to study teaching and learning languages other than English. Candidates will focus on best practices to apply in the multilingual, multi-ethnic, multicultural secondary classroom, which includes English learners and students with special needs. They will design and present selected lessons that are aligned with the California Department of Education Foreign Language Curriculum Framework and reflect mastery of specific content area pedagogy. Protocols for using multiple measures for assessing student progress and to inform instruction will be presented. Online professional journals and organization information will be critiqued and utilized. Further, each candidate will maintain a dialectical journal or learning log. 3 credits.

EDSU 533-09 Effective Mathematics Instruction for Single Subject Candidates

Prerequisites: EDUU 510 and EDUU 512. This course provides candidates an opportunity to study teaching and learning in mathematics. As candidates examine and explore teaching mathematics, they will focus on methods to apply their learning in the multilingual, multicultural, diverse secondary classroom. They will design and present selected lessons that are aligned with the California Mathematics Content Standards and Mathematics Framework. Additionally, these lessons will reflect mastery of mathematics content pedagogy. Also, students will learn about the use of multiple measures to assess student progress toward reaching state-adopted mathematics standards. Protocols for using these assessments to inform instruction will be presented. Strategies for communicating this assessment information to caregivers in order to improve student performance will also be studied. Online professional journals and organization information will be critiqued and utilized. Further, a dialectical journal or learning log will be maintained by each candidate. 3 credits.

EDSU 533-10 Effective Music Instruction for Single Subject Candidates

Prerequisites: EDUU 510 and EDUU 512. The course provides candidates an opportunity to study teaching and learning in the Art, Music, Theatre, or Dance content areas. Candidates will focus on best practices to apply in the multilingual, multi-ethnic, multicultural secondary classroom. They will design and present selected lessons that are aligned with the California K-12 Art, Music, Theatre, or Dance standards and Visual and Performing Arts Framework and reflect mastery of specific content area pedagogy. Online professional journals and organization information will be critiqued and utilized. Further, each candidate will maintain a dialectical journal or learning log. 3 credits.

EDSU 533-18 Effective Science Instruction for Single Subject Candidates

Prerequisites: EDUU 510 and EDUU 512. This course provides candidates an opportunity to study teaching and learning in science (biology, chemistry, geo-science and physics). As candidates examine and explore teaching science, they will focus on methods to apply their learning in the multilingual, multicultural, diverse, secondary classroom. They will design and present selected lessons that are aligned with the California Science Content Standards and Frameworks. Additionally, these lessons will reflect mastery of science content pedagogy. Also, candidates will learn about the muse of multiple measures to assess student progress toward reaching state-adopted science standards. Protocols for using assessment information to inform instruction will be utilized. Strategies for communicating this assessment information to caregivers in order to improve student performance will be addressed. Online professional journals and organization information will be critiques and utilized Further, a dialectical journal or learning log will be maintained by each candidates. 3 credits.

EDSU 533-16 Effective History/Social Science Instruction for Single Subject Candidates

Prerequisites: EDUU 510 and EDUU 512. This course provides an opportunity to study teaching and learning in History/Social Science. As candidates examine and explore teaching this content area, they will focus on methods to apply their learning in the multilingual, multicultural, diverse secondary classroom. They will also explore the history and demographics of California and their influence on the education of California's diverse society. Candidates will design and present selected lessons that are aligned with the California History/Social Science Content Standards and Framework. Additionally, these lessons will reflect mastery of appropriate content pedagogy. Also, candidates will learn about the use of multiple measures to assess student progress toward reading state-adopted standards. Protocols for using these assessments to inform instruction will be presented. Strategies for communicating this assessment information to caregivers in order to improve student performance will also be studied. Online professional journals and organization information will be critiqued and utilized. Further, a dialectical journal or learning log will be maintained by each candidate. 3 credits.

EDSU 590 Supported Teaching: Secondary School

Prerequisites: Candidates must be admitted to the CUC Teacher Preparation Program (Single Subject); have a passing score on CBEST; be employed on an Emergency Permit or Intern Credential in a California public school or in a WASC accredited private school in an appropriate setting for the equivalent of a full day; have a GPA of 3.0 or above in the credential program courses; and be concurrently enrolled in university coursework. Candidates teaching in a public school must also have proved subject matter competence. The university supports candidates as they begin teaching with an emergency permit or an intern credential in an elementary or appropriate middle school classroom. Enrollment in Supported Teaching is for one term of eight weeks unless otherwise waived. Graded on a Pass/No Pass basis. 3 credits.

EDSU 592 Directed Teaching I: Secondary School

Prerequisites: passing score on CBEST, admission to teacher education program; a minimum of 12 credits of education coursework at Chapman University, completion of an approved waiver program or CSET or SSAT/Praxis; all program prerequisites, EDUU 510, 511, 512, EDSU 530, 531, 532, 533 and formal advancement to Directed Teaching required. Students do supervised Directed Teaching I for one full term (full school days) in a master teacher's classroom or in their own classroom if an intern. Candidates are regularly evaluated by a university supervisor and enroll in EDUU 540/541. Student teaching placement must include classes at two different levels with one placement in a setting in which the student population is at least 25 percent ethnically different from the student teacher. Graded on a Pass/No Pass basis. 3-6 credits.

EDSU 593 Directed Teaching II: Secondary School

Prerequisites: Successful completion of EDSU 590 or EDSU 592 and all prerequisites as in EDUU 592. Candidates do supervised Directed Teaching II for one full term (full school days) in a master teacher's classroom or in their own classroom if an intern. Candidates are regularly evaluated by a university supervisor. Student teaching placement must include classes at two different levels with one placement in a setting in which the student population is at least 25 percent ethnically different from the student teacher. Course may be repeated for credit. Graded on a Pass/No Pass basis. 3-6 credits.

Special Education Student Teaching (EDTU)

EDTU 590 Supported Teaching: Special Education

Prerequisites: passing score on CBEST, admission to teacher credential program; employment on an Intern Credential or an Emergency Permit in a California school as a full-time teacher, and concurrent enrollment in university coursework. Students are supported by the university as they begin teaching in a special education classroom. Graded on a Pass/No Pass basis. 3 credits.

EDTU 592 Directed Teaching: Mild/Moderate

Prerequisites: passing score on CBEST, admission to teacher credential program, passage of appropriate CSET or waiver program, successful completion of all coursework and other program requirements. An exception may occur when the candidate's advisor determines that the candidate needs support at an earlier point in the sequence of his/her program to maximize the effectiveness of this directed teaching experience. Consequently, three credits of supportive teaching would occur at this stage and the remaining three credits would be completed at the end of the candidate's program. The focus of the Directed Teaching placement must be working with students who have mild/moderate disabilities. The university supervisor regularly evaluates candidates. Graded on a Pass/No Pass basis. 3-6 credits.

EDTU 593 Directed Teaching: Moderate/Severe

Prerequisites: passing score on CBEST, admission to teacher credential program, passage of appropriate CSET or waiver program, successful completion of all coursework and other program requirements. An exception may occur when the candidate's advisor determines that the candidate needs support at an earlier point in the sequence of his/her program to maximize the effectiveness of this directed teaching experience. Consequently, three credits of supportive teaching would occur at this stage and the remaining three credits would be completed at the end of the candidate's program. The focus of the Directed Teaching placement must be working with students who have moderate/severe disabilities. The university supervisor regularly evaluates candidates. Graded on a Pass/No Pass basis. 3-6 credits.

Education (EDUU)

EDUU 321 Developing Children's Cognitive Readiness in Literacy

This course examines the theoretical/research foundations of emerging literacy (reading, writing, speaking and listening) as well as the strategies for creating playful and purposeful classroom environments that influence the development of children's pre-literacy skills. Students will learn about developmentally appropriate strategies for increasing the cognitive skills necessary for children to be successful in their pursuit of literacy, strategies that provide opportunities for engaging in pre-literacy activities across the school day. Additionally, students explore ways to facilitate the involvement of parents in literacy acquisition. This course will include 15 hours of observation and fieldwork focused on working with preschool children using developmentally appropriate strategies for promoting the development of pre-literacy and emerging literacy skills. 3 credits.

EDUU 325 Observation, Developmental Assessment and Intervention

This course provides the theoretical understanding of the use of observation and assessment in evaluating early childhood development. Students will become familiar with various age appropriate assessment materials, both formal and informal, and will evaluate the pros and cons of using such materials in evaluating the developmental levels of young children. Students will investigate the historical, philosophical, legal, methodological, practical and theoretical issues involved in early intervention with young children who have special needs: at risk and with disabilities. This course will also include 15 hours of observation and fieldwork utilizing assessment tools in a preschool setting. 3 credits.

EDUU 330 Preschool First and Second Language Learners

This course focuses on the major theories and stages of first and second language acquisition and development. Students will examine the development of oral language from birth through third grade as well as how young children learn a second language. Course will address the assessment of second language learners, the development of effective preschool programs that facilitate the development of both first and second languages, and ways to address individual language differences. Students will also be introduced to the major areas of communication disorders and factors that may enrich or delay language acquisition. This course will include 15 hours of fieldwork focusing on the challenges faced by young children as they acquire first and/or second languages.

3 credits.

EDUU 395 Education Field Experience

This course offers potential teacher candidates a chance to explore the teaching profession by integrating field experience in classrooms with two seminar class sessions. Each unit of credit requires 20 hours of field experience in a setting that is appropriate for the credential being sought (i.e. Multiple Subject - K-12 where multiple subjects are taught to the same group of students for a majority of the day, Single Subject - K-12 where a single subject is taught, or Education Specialist where students with special needs are taught). The field experience hours in this course may be combined with prior experience to total 60 hours of field experience. Candidates who complete this course for one credential will need to repeat the course for 1 credit if entering a second credential program. Must be completed in first session of credential coursework. Graded on a Pass/No Pass basis. 1 - 3 credits.

EDUU 413 Student Health and Safety

(Same as EDUU 513) This course provides the content knowledge needed for a thorough understanding of how the promotion of a healthy and safe life-style impacts the developments of students. Teacher candidates study and apply effective instructional methods that encourage a) life-long physical fitness, b) healthy living, and c) behavior that reflects concern for safety factors. 2 credits.

EDUU 414 Physical Educational for Elementary Teachers

(Same as EDUU 514) This course covers developmentally appropriate motor skills and physical education activities, knowledge of meaningful rules and strategies for games and sports, and strategies for building self-confidence and self-worth in relationship to physical education and recreation. 1 credit.

EDUU 451 Educational Application of Computers - Level One

(Same as EDUU 551) Prerequisites: Passing scores on CBEST, 2.75 GPA. This course provides an overview of current computer-based technologies used in a variety of educational settings within and across all curriculum content areas. Emphasis is on making significant changes in teaching and learning through technology by providing a match between instructional strategies and relevant technologies. Focus is on information and communication technologies as a means of gathering, processing, and communicating information. Critical issues include access, equity, privacy, safety, and ethical situations surrounding technology. Hardware and software applications will be evaluated as effective tools of instruction for a constructivist learning environment. 3 credits.

EDUU 465 Research and Practice in Early Childhood Development.

Prerequisite: EDUU 325 and senior status. This course explores the latest research addressing issues in early childhood education. Students will explore such current issues as 1) advocacy for young children and their families, 2) leadership roles, responsibilities, and expectations of early childhood professionals, 3) codes of ethics of adopted by national and state professional organization, 4) professional standards for preschool teachers and administrators, and 5) the current status of the early childhood learning standards movement. This course is the capstone class for the early childhood development emphasis. Students will create a final assessment portfolio based on the National Association for the Education of Young Children (NAEYC) standards and the California Competencies for teachers. Portfolios will include artifacts documenting professional growth and personal reflections on the process of becoming an early childhood professional. This course will also include 15 hours of fieldwork focused on interviews with current professionals and participation in advocacy for preschool programs. 3 credits.

EDUU 510 Introduction to Teaching

Prerequisites: 2.75 GPA or equivalent, PSYU 323: Child Development (Multiple Subject Candidates) or PSYU 324: Adolescent Psychology (Single Subject Candidate). This course sets the stage for building an understanding of the teaching profession by providing basic background information about the philosophical, psychological, socio-cultural, legal and historical foundations of education in the United States. Additionally, candidates will be encouraged to examine their assumptions about teaching and learning in light of classical learning theory, language acquisition theory and current theories of brain compatible learning. A major emphasis of the class will be an examination of classroom management theories and techniques, management skills, parent involvement activities and other behaviors that help a teacher to successfully practice in the profession. Candidates will begin their professional portfolios in this course. 3 credits.

EDUU 511 Collaboration for Inclusive Schooling

This course focuses on collaboration, inclusive schooling, the understanding of disabilities, working with diverse families of students with disabilities, legal aspects of special education, and becoming an effective change agent in the schools. Eight hours of authentic experiences in the field will be required. 3 credits.

EDUU 512 The Art and Craft of Teaching

Prerequisites: Admission to teacher credential program and EDUU 510. The art of teaching is to truly know the when, the where, the why and for whom the craft of teaching applies. This course fosters an understanding of learning theory, instructional models, assessment strategies, and pedagogical knowledge that transcends subject matter. At the heart of the art and craft of teaching is the application of concepts, principles and values necessary to create and sustain a just democratic society and apply them to ensure each student has optimum opportunities to learn. Candidates work collaboratively to select and apply appropriate teaching strategies that promote learning for diverse learners. 3 credits.

EDUU 513 Student Health and Safety

(Same as EDUU 413) This course provides the content knowledge needed for a thorough understanding of how the promotion of a healthy and safe life-style impacts the developments of students. Teacher candidates study and apply effective instructional methods that encourage a) life-long physical fitness, b) healthy living, and c) behavior that reflects concern for safety factors. 2 credits.

EDUU 514 Physical Educational for Elementary Teachers

(Same as EDUU 414). This course covers developmentally appropriate motor skills and physical education activities, knowledge of meaningful rules and strategies for games and sports, and strategies for building self-confidence and self-worth in relationship to physical education and recreation. 1 credit.

EDUU 515 Teaching the Adult Learner

This course offers a base upon which the individual will create an understanding of both the art and the science of teaching adult learners by providing basic background information on prominent learning theories and how they relate specifically to adult development and learning. A major emphasis of the class will be an exploration of scholarly works, contemporary theories, assessment and validity issues, appropriate activities, essential tools, and a multitude of resources all focused toward enabling a teacher of adult students to be a successful educational practitioner. 3 credits.

EDUU 519 Teaching Students with Mild/Moderate Disabilities

Prerequisites: EDUU 510, EDUU 511, EDUU 570, passing scores on CBEST, 2.75 GPA. Education of children, youth, and young adults with mild/moderate disabilities provides a knowledge base and introduces skills necessary for the teacher in contemporary educational environments to assess, plan for, instruct and evaluate students with mild/moderate disabilities. A minimum of 25 hours of authentic field experience is required for this course. 3 credits.

EDUU 526 Theories in Language Structure and Acquisition

Candidates explore current theories of language acquisition, focusing on issues involved in first and second language development and comparative/contrastive linguistics and its influence on second language acquisition. This course provides an overview of state-designated assessment instruments and educational program placement options. Required for CLAD certificate. 3 credits.

EDUU 527 English Language and Literacy Development

This course engages candidates in integrated and thematic multilingual pedagogy founded upon the need for students to be social and communicative in their learning. It focuses on applying theoretical models to the learning of English. Candidates examine bilingual methodologies, focusing on the practical aspects of teaching, organizing and managing classroom to meet the needs of English language learners. Required course for CLAD certificate. 3 credits.

EDUU 528 Content-based Instruction and Assessment for Linguistic Minority Students: SDAIE

Candidates examine current approaches and strategies appropriate for content area instruction through specially-designed instruction delivered in English (sheltered English). Coursework includes learning/teaching processes, social interactions, teacher delivery approaches, and alternative assessment. Candidates are required to develop lessons and lesson presentations. Required course for CLAD certificate. 3 credits.

EDUU 534 Advanced Study of Teaching English Learners

This course builds on the knowledge and skills acquired during the professional teacher preparation program for the teaching of English learners. Candidates know the appropriate organizational structures within the school community designed to meet the needs of English learners, and, as teachers in the K-12 classroom, can collaborate effectively in the implementation of adopted programs, provide an equitable learning environment, and use resources that promote student success in the development of academic discourse in English and knowledge in the core academic curriculum. Candidates are proficient in the use of local and state adopted assessments for English language proficiency and how these instruments provide for the best placement and teaching of English learners and measurement of student progress in relation to state-adopted academic language and content standards and performance levels. Candidates demonstrate proficiency in using knowledge of students' backgrounds, experiences, and family structures in planning instruction to ensure individual student academic achievement. 3 credits.

EDUU 535 Advanced Study of Health Education

Prerequisite: Candidates must hold a valid Preliminary 2042 Multiple or Single Subject Teaching Credential. This course will identify and explore modern concepts of health and health education in the schools. Emphasis will be placed on current health issues; common health problems of children and adolescents; good nutritional health habits, malnutrition, and nutritional deficiencies; and the dynamics and effects of chemical use and abuse. The course meets the state of California requirements for the 2042 Clear Credential. 3 credits.

EDUU 536 Advanced Study of Teaching Special Populations

Prerequisite: Candidates must hold a valid Preliminary 2042 Teaching Credential, Multiple Subject or Single Subject. Each candidate will build on the knowledge, skills and strategies acquired during preliminary preparation for teaching students with special needs, students in the general education classroom who are at risk, and students who are gifted and talented. Each candidate will come away form the class knowing the statutory provisions of the Individuals with Disabilities Education Act (IDEA) as well as the statutory and/or local provisions related to the education of students who are gifted and talented. Each candidate will demonstrate the ability to create a positive, inclusive climate for individualized and adapted instruction and the assessment of students with special needs and/or abilities. Each candidate will demonstrate the use of instructional strategies to provide students with disabilities appropriate learning opportunities to master grade level State-adopted academic content standards for students at high performance levels. Each candidate will demonstrate the ability to establish cooperative and collaborative relationships with community and school professionals significant to the education of students with disabilities and with students' care givers. Candidates will also demonstrate the ability to work with community and school professionals significant to the education of students who are gifted and talented. 3 credits.

EDUU 540 Wisdom Through Practice

This is the culminating course in the Multiple Subject and Single Subject credential program in which candidates use the knowledge about and insights into the art and craft of teaching they have gained throughout this program. Candidates carefully examine, reflect on and discuss numerous teaching cases representative of issues, content and diversity found in California to demonstrate their ability to reason soundly about teaching and learning. In addition, drawing upon the understandings they have developed from previous course work and experiences, candidates a) write or videotape a teaching case, b) develop discussion questions based on the case, c) write a commentary, and d) conduct a discussion based on the case. Such developed teaching cases will be archived upon completion in order to build a case library for future candidates. 2-3 credits. Candidates admitted in the catalog years 2004-2008 register for 2 credits. Candidates admitted in 2009-2010 catalog year and beyond register for 3 credits.

EDUU 541 Evaluating Teaching Performance Expectations I

Prerequisites: Completion of all prerequisite courses, all core courses, all methods classes and enrollment in the capstone course, EDUU 540: Wisdom Through Practice. In this course candidates will review the Teaching Performance Expectations that are part of the Commission on Teacher Credentialing (CTC) 2042 Teacher Preparation Program Standards. They will examine their understanding of the expectations and their own growth in each of the domains:

As part of this self-examination candidates will be required to prepare themselves to complete Task 3 and 4 of the California Teacher Performance Assessment, which is designed to assess how well they have met the TPEs. The tasks requires candidates to work with students in public school classrooms and to video-tape themselves teaching a lesson they have prepared. In addition, candidates will describe the students with whom they are working, the lesson as planned and presented and then they will write reflections on their experiences. 1 credit.

EDUU 542 Evaluating Teaching Performance Expectations II

In this course candidates will review the Teaching Performance Expectations that are part of California's Commission on Teacher Credentialing (CTC) 2042 Teacher Preparation Program Standards. They will examine their understanding of the expectations and their own growth in each of the domains:

As part of this self-examination candidates will be required to complete all four tasks of the California Teacher Performance Assessment (CalTPA) which is designed to assess how well they have met the TPEs. The four tasks are:

• Subject – Specific Pedagogy
• Designing Learning
• Assessing Instruction
• Culminating Teaching Experience

The tasks require candidates to examine pedagogy, work with students in public school classrooms to design and assess their learning and in the final task to video-tape themselves teaching a lesson they have prepared. In addition, candidates will respond to prompts that describe the students with whom they have worked, the lessons as planned and presented and then write reflections on their experiences. Typically candidates will have completed the first two tasks prior to completing content courses and the final two tasks during student teaching. Course to be taken concurrently with EDUU 510. A grade of SP will remain for this course until student has completed and passed all four of the CalTPA Tasks. 1 credit

EDUU 543 CalTPA Independent Study

In this course candidates will review the Teacher Performance Expectations that are part of California's Commission on Teacher Credentialing (CTC) 2042 Teacher Preparation Program Standards. They will analyze their responses to the California Teacher Performance Assessment (CalTPA) tasks and task rubrics to determine areas of strength and areas for improvement and will rewrite and resubmit the tasks specified by the course instructor. 1 credit.

EDUU 551 Educational Application of Computers - Level One

(Same as EDUU 451) Prerequisites: Passing scores on CBEST, 2.75 GPA. This course provides an overview of current computer-based technologies used in a variety of educational settings within and across all curriculum content areas. Emphasis is on making significant changes in teaching and learning through technology by providing a match between instructional strategies and relevant technologies. Focus is on information and communication technologies as a means of gathering, processing, and communicating information. Critical issues include access, equity, privacy, safety, and ethical situations surrounding technology. Hardware and software applications will be evaluated as effective tools of instruction for a constructivist learning environment. 3 credits.

EDUU 552 Using Technological Tools in Teaching - Level Two

Prerequisites: EDUU 451/551 or Preliminary Educational Technology SSAT/CSET or equivalent course with approval. This course builds on the knowledge and skills of previous technology in education courses and experiences, taking candidates deeper into the world of technology and its applications in the teaching/learning process. The primary focus of the course is on increasing candidate proficiency levels in utilizing a variety of technologies, including the advanced use of computers and the use of digital peripherals. Assignments will be engaging and project-based. Candidates will develop curriculum plans, design instructional units, and create technology-rich communities/environments that effectively utilize constructivist teaching strategies and promote active learning. 3 credits.

EDUU 560 Teaching Students with Moderate/Severe Disabilities

Prerequisites: EDUU 510, 570 and 511. This course addresses the education of children, youth, and young adults with moderate/severe disabilities providing a knowledge base and introducing the skills necessary for teachers in contemporary educational environments to assess, plan for, instruct and evaluate students with moderate/severe disabilities. A minimum of 25 hours of authentic field experience is required for this course. 3 credits.

EDUU 563 Curriculum, Leadership, & Instruction Technology

Prerequisites: EDUU 451/551 OR Preliminary Educational Technology SSAT/CSET or equivalent course with approval, and EDUU 552. The course will focus on (a) the development of curriculum plans utilizing a broad range of technological tools in the teaching/learning process with traditional, at-risk and special education students, and (b) acquisition of the skills and knowledge necessary to provide leadership in the area of instructional technology to the school site and/or school district. The course is designed to achieve two primary purposes. The first of these is to equip the Master of Education with an Emphasis in Instructional Technology (MAE in Tech) graduate with a solid knowledge base in the area of curriculum development as it is applied to teaching/learning environments which utilize various types of electronic media to supplement traditional materials and equipment. The second is to prepare the graduate to assume a leadership role in his or her school and/or district, taking an active part in the creation and maintenance of Instructional Technology programs. 3 credits

EDUU 564 Social Implications of Educational Technology

Prerequisites: EDUU 552 & 600. The purpose of this course is to consider the implications of technology use in the teaching/learning context. Participants will examine the sociological issues of digital equity in sessions of socioeconomic status, gender, language, race, geography, physical restrictions, and cultural background. The course provides instruction and support for teachers and administrators who are involved in technology leadership, professional development, and decision-making within the educational community. Participants will examine strategies for integrating digital technologies into teaching and learning practices to ensure equitable educational opportunities and experiences for all students. Candidates will define media literacy, particularly in sessions of ethical and professional responsibilities in a global media-centered society. As technology professionals, candidates will evaluate policies and strategies that provide all teachers and students with the means and capacity to fully participate in the digital age, not only as users of current and future technologies, but as designers and producers as well. Students will conduct a literature review in preparation for their action research project. 3 credits

EDUU 566 Instructional Design Capstone Project

Prerequisites: EDUU 552, 563, 564 and 600.This course examines learning theories and models of instruction that inform and support the instructional design process. Students will examine the history of instructional design and explore the impact of technology on web-based and online learning environments. Students will develop an online course based on constructivist approaches to teaching and learning. The final capstone project will include the components of effective online instruction: clearly defined instructional goals and course objectives, student-centered instructional strategies, technology-based curriculum materials, engaging and logically-paced student learning activities, and effective assessments for evaluating student learning outcomes. The final instructional design project will be presented as demonstration of mastery for the Master of Arts emphasis in instructional technology.

EDUU 570 Voice, Diversity, Equity and Social Justice

This course fulfills requirements for the Ryan Multiple and Single Subject with a CLAD Emphasis credentials, the CLAD Certificate, and is a core course for Education Specialist Credentials. Students focus on the disenfranchised of California's schools, including females, certain immigrant as well as native populations, people with disabilities, and people of lower socio-economic means, with particular emphasis on the unique challenges such diversity brings to the classroom. The history, culture, and expectations of these groups are emphasized as they apply to teaching and counseling and the fostering of cross-cultural respect among California's diverse populations. A minimum of 15 hours of field experience is required. 3 credits.

EDUU 599 Independent Study

Supervised independent study or research on a special problem or in a selected area of education. This course may be repeated for credit providing the content is different. 1–3 credits.

EDUU 600 Research and Evaluation Methods

(Must be taken first or second in MAE core series.) Students learn methods of program evaluation and research in education. Topics include models of program evaluation, experimental research designs, qualitative approaches, instrumentation and measurement, common statistical techniques, critiquing educational research, and evaluation of the special education and counseling programs. As part of the course students must attend an on-line workshop on APA style and plagiarism and pass the end of workshop quiz in order to pass the course and continue in the program. 3 credits.

EDUU 601 Assessment and IEP Development

Prerequisites: EDUU 401 or 510, EDUU 570, and EDUU 571 or 511 and 519. The course is designed both for special education teachers and school psychologists. Students will develop the knowledge and skills necessary to using and communicating assessment results. A variety of individualized assessment and evaluation approaches appropriate for students with mild/moderate/severe disabilities will be addressed. Emphasis is placed on the development of appropriate educational decisions on the basis of a variety of standardized and non-standardized techniques, instruments and processes that are appropriate to the diverse needs of individual students. Students will learn to (a) identify individual strengths and weaknesses, and (b) make appropriate instructional recommendations both for report writing and for IEP goals and objectives. 3 credits.

EDUU 602 Positive Behavior Supports

Prerequisites: EDUU 401 or 510, EDUU 570, and EDUU 571 or 511. A study of theories, practices and ethical issues in modifying and remediating behavior with an emphasis on creating positive, productive school climates and implementing effective, positive and respectful applied behavior analysis techniques. A minimum of 25 hours of authentic field experience is required for this course. 3 credits.

EDUU 603 Communication, Language, and Literacy

Prerequisites: EDUU 401 or 510, EDUU 570, and EDUU 571 or 511. A study of language disabilities and their implications for general and special educators. Assessment and teaching strategies. Required for the Mild/Moderate and Moderate/Severe Credentials. 3 credits.

EDUU 605 Democracy, Education & Social Change

Prerequisite: EDUU 600. Students examine the relationship between democratic theory, educational practice, and social change. Specific attention is paid to theories of democracy, the democratic nature of historical and current reform efforts, the contradictions and dilemmas of schooling, and the ways in which schooling might influence social change. 3 credits.

EDUU 606 Seminar in Learning Theory

Prerequisite: EDUU 600. This course helps students to develop an understanding of how people process information and learn; studies the history, content and educational applications pertaining to intelligence and thinking dispositions. Students study various learning theories and their implications for instruction. This includes the development of the mind and brain and their role in education. 3 credits.

EDUU 607 Seminar in Comparative Education

Prerequisite: EDUU 600. An introduction to educational philosophies, methods, patterns of control, financing, organization and relationship with the larger society in selected countries of the world, including the United States. Comparison and a comprehensive social science methodology is emphasized. Students examine historical, political, economic, and social factors. Systems compared are drawn from all regions of the world. 3 credits.

EDUU 608 Seminar in the Social Foundations of Education

Prerequisite: EDUU 600. A critical study of schooling, society and culture. Students explore the major ideological schools of thought regarding how the interactions between school and society can best be understood. Social science methodologies including quantitative, qualitative, and participation and application of both social science and humanities insights are important components of the course. 3 credits.

EDUU 609 Seminar in Curriculum Studies

Prerequisite: EDUU 600. Historical, philosophical, and sociopolitical influences on the curriculum of American public schooling are examined. Curriculum design and evaluation strategies will be considered. The role of teachers and educational support staff in curriculum decision-making, and their potential role as leaders of educational change, are included. 3 credits.

EDUU 610 The Teacher as Scholarly Practitioner: Action Research

Prerequisites: Acceptance into the Master of Arts in Teaching program, the MAE/Professional Learning Community emphasis, the MAE/Reading emphasis or the Reading Certificate program, a cumulative grade point average of "B," and EDUU 600. This purpose of this course is to acquaint candidates with the concepts of action research and to support them as they conduct an action research project in their classrooms and/or schools. The course is designed to enable candidates to understand the fundamental principles of action research and to apply those principles to a critical analysis of their own pedagogy and the learning outcomes of their students. The course will engage the participants in systematic inquiry into their own practice by helping them to frame appropriate questions, gather and interpret data, examine and analyze that data and find answers to the questions posed. Master of Arts in Teaching candidates, MAE/Professional Learning Communities candidates and MAE/Reading emphasis candidates must complete an action research project, paper and presentation as part of the Demonstration of Mastery for the degree. Reading emphasis and Reading Certificate candidates must complete an action research project, paper and presentation that addresses instructional practices in reading and/or diagnostic and remediation techniques in individual and small group tutoring assignments. The project may also address providing leadership in the organization and maintenance of the reading/literacy program at the building or school system level. 3 credits

EDUU 611 Action Research Development

Prerequisite EDUU 610. The purpose of this course is to allow candidates who developed the design for their action research project in EDUU 610 to complete their project by coding their data, analyzing it, completing their review of related research, and preparing both a written project paper and presentation based on their research. Prior to enrolling in this class candidates must have completed collecting data and appropriate artifacts related to their action research project. 3 credits.

EDUU 612 Domestic Experiential Education

This course prepares students to utilize University and Governmental Agency field stations, or comparable learning sites, through an on-site residential program.. Students will be surrounded by the local history, culture, and unique ecosystems of the region. Classroom observations within the local K-12 school system will culminate the experience. 3 credits

EDUU 613 International Experiential Education

This course prepares students to utilize University and Governmental Agency field stations, or comparable learning sites around the world, through an on-site residential program at a field station. Additionally, it provides students with a limited immersion experience in the host country. Students will be immersed in the culture, language and history of field station's host country. Classroom observations within the K-12 school system of the host country will culminate the experience.

This course is designed for K-12 teachers at all grade levels and disciplines, as well as students in the Master of Arts in Education program. EDUU 607 is recommended prior to participation in this course as it provides the student with a foundation of ethnographic and cultural information. Course can be repeated for a maximum of 6 credits as long as the course is taken at different locations. 3-6 credits

EDUU 619 Literacy Assessment and Evaluation

Prerequisites: EDMU 520 or 521 and EDSU 532. A study in the assessment of oral and written language and reading, and ways to make instructional decisions based upon assessment. Reviews informal and formal assessments relevant to a balanced, comprehensive literacy program and the research basis for the provisions of effective assessment of literacy teaching and learning with student from varied cognitive, linguistic, and cultural backgrounds. Examines individual and group assessments for English Only and English Language Learners in grades K-12 and learns to select and administer such assessments to plan and deliver an educationally sound instructional program to improve fluency, comprehension, and academic language based upon the results of the assessments, and to communicate that information through informal means and professional reports. Participants are required to complete a minimum of 20 hours of supervised field experiences, which give the opportunity to combine theory with practice. 3 credits.

EDUU 620 Children's Literature and Family Literacy

Prerequisites: EDMU 520 or 521 and EDSU 532. The study of the criteria and evaluation of quality literature, genres, reader response theories, and literary theory. Investigates family literacy issues as well as ways of bringing families and schools together to support literacy development of all students. Participants are required to complete a minimum of 20 supervised field experience hours, which provides the opportunity to connect theory and practice. 3 credits.

EDUU 622 Seminar in Program Design I

Prerequisites: EDMU 520 or 521 and EDSU 532. A study about issues related to understanding the needs and ways of learning about reading/language arts relevant to students from varied backgrounds. Examines research and theory that form the basis of effective programs and interventions. Clinical field experience, a minimum of 20 hours, provides the opportunity to apply theory in practice. 3 credits.

EDUU 623 Reader Leader: Planning and Delivery I

Prerequisites: EDMU 520 or 521 and EDSU 532. A study of the teacher's leadership role in the planning and delivery of reading instruction from goal setting, program planning, decision-making, problem solving, program supervision, and program evaluation for students from varied cultural and linguistic backgrounds. All participants are required to complete a minimum of 20 hours of supervised field experience related to program planning and delivery in an elementary, middle, or secondary public school. 3 credits.

EDUU 638 Advanced Assessment and Instructional Strategies for Persons with Mild/Moderate Disabilities

Prerequisites: EDUU 688. Application of contemporary theories and literature related to assessment and curriculum development and strategies for instruction of individuals with mild/ moderate disabilities. Includes increased emphasis on specific areas of learning disabilities, language disorders, developmental disabilities, and attention deficit hyperactivity disorders. Information will be at an advanced level, focusing on collaborative strategies and research validated models of instruction. For those candidates enrolled in a BTSA/Induction program, activities, trainings, and workshop experiences that are aligned with specific course assignments may be used to meet course requirements as approved by course instructor. A limit of 25% of assignments may be met in this manner. 3 credits.

EDUU 640 Foundations of Leadership in Early Childhood Settings

In this course, candidates will examine leadership from both theoretical and practical perspectives. While learning about leadership theories, candidates will articulate the ways the National Association for the Education of Young Children's (NAEYC) Advanced Program Standards connect theory and practice. Additionally, candidates will explore current issues and ways to apply the nine Advanced Program Standards (Cultural Competence, Knowledge and Application of Ethical Principles, Communication Skills, Mastery of Relevant Theory and Research, Skills in Identifying and Using Professional Resources, Inquiry Skills and Knowledge of Research Methods, Skills in Collaborating, Teaching and Mentoring, Advocacy Skills and Leadership Skills) as a framework for developing the skills and strategies necessary for becoming effective leaders in early childhood settings. Additionally leadership candidates will learn how to assure that the philosophical foundations of inclusion are promoted through curricular adaptations, a variety of instructional strategies, and environmental settings that are developmentally appropriate for all children including those with special needs and those who may be gifted and talented. 3 credits.

EDUU 641 Public Policy and Fiscal Planning for Early Childhood Leaders

Candidates will examine the impact of policy, licensing and funding issues in Early Childhood Education settings at the Federal, State, County Office of Education, and School District levels. Settings addressed include, but are not limited to, Head Start, State Preschool and other relevant state or federally funded programs that serve all children including those who have been diagnosed as having disabilities or are considered at-risk for developmental delays. Additionally, this course provides candidates in-depth perspectives on advocacy, locating and securing funding, fiscal planning, marketing plan development and creating/maintaining inclusive environments. Candidates will develop understandings and skills which will assist in real world forecasting, funding, grant writing, marketing, and budgeting. 3 credits.

EDUU 642 Leadership and Human Resources in Early Childhood Settings

This course examines the roles of early childhood education leaders in human resources development. Candidates will explore recruitment, selection, performance evaluation, and retention. The curriculum will include a broad overview of federal, state and local laws and regulations that affect the management of human resources. Topics covered in the course include employment regulations, creation and maintenance of inclusive settings. anti-discrimination laws, compensation, employee rights, health and safety, FERPA issues, and administrative requirements. Additional components will include staff development, in-service, mentoring and reflective supervision. Candidates will analyze the nature, types and stages of conflict and conflict resolution among teachers, staff, parents and the community, with the goal of creating a peaceful community of learners. 3 credits.

EDUU 643 Early Childhood Program Evaluation: Capstone

Prerequisites EDUU 640, EDUU 641 and EDUU 642. This capstone course presents an overview of qualitative program evaluation. Candidates will use the knowledge gained throughout their graduate coursework (the MAE core and LECE courses) to examine the effectiveness of a local preschool or infant/toddler program. Evaluation will focus on goals and objectives for creating developmentally appropriate and inclusive early learning environments for all children including those who have been diagnosed as having disabilities or are considered at-risk for developmental delays. Candidates will examine a program to evaluate its efficacy in providing an engaging, developmentally appropriate setting for young children, embracing a creative, well-balanced curriculum for the whole child, promoting purposeful learning through play, supporting children and their families, providing a healthy, safe environment for learning, and making strong connections through communication with parents and the community. Candidates will reflect on their personal leadership roles, relationships and successes with motivation and peer collaboration, knowledge and implementation of public policies and professional ethics, and advocacy for equitable educational opportunities for all children. Candidates will demonstrate program mastery through this Capstone project in lieu of the MAE comprehensive exam. 3 credits.

EDUU 646 Foundations in Standards and Propositions for National Board Certification and Portfolio Development

Prerequisites: Valid teaching credential and three or more years of successful teaching experience. This course is the first of a series designed to support students in the preparation process for National Board Certification. The National Board for Professional Teaching Standards (NBPTS) and propositions that define the knowledge, skills, dispositions, and commitments of accomplished teaching will be examined. National Board Certification Portfolio portfolio assessment requirements and evaluation criteria will be reviewed as well as specific documentation related to the professional leadership, parent and community partnership standards. Reflective Practice will be required using analytic, reflective and descriptive writing. 3 credits.

EDUU 647 Assessing and Analyzing the Teaching and Learning Process for National Board Certification

Prerequisites: Valid teaching credential and 3 years successful teaching experience. This course is the second in a series designed to support students in the preparation process for National Board Certification. Videotaping methods of classroom pedagogy and analysis for portfolio entry requirements will be reviewed. Instructional analysis of small group and whole class lessons will be examined to evaluate instruction based on National Board for Professional Teaching Standards (NBPTS). Learners' academic progress, pedagogical practice, and classroom learning environment will be assessed and analyzed. 3 credits.

EDUU 648 Curriculum Implementation and Performance Assessments for National Board Certification

Prerequisites: Valid teaching credential and 3 years successful teaching experience. This course is the third in a series designed to support students in the preparation process for National Board Certification. Knowledge of academic content and appropriate usage of instructional resources in portfolio development based on the National Board for Professional Teaching Standards (NBPTS) will be examined. Portfolio entries, documentation and videotape segments will be appraised for final submission. Issues related to content and pedagogical assessment will be reviewed. 3 credits.

EDUU 650 Transitions Across the Life Span

Prerequisites: EDUU 688. This course focuses on the transition of persons with disabilities from home to school settings and from school to employment and adult life. Specific curriculum and teaching methodologies will be presented. Emphasis will be placed on understanding quality of life outcomes - home and school life, friendships and social networks, self-determination, choice, and family issues. Factors such as job development, adult service agencies related legislation, and assessment will also be covered. For those candidates enrolled in a BTSA/Induction program, activities, trainings, and workshop experiences that are aligned with specific course assignments may be used to meet course requirements as approved by course instructor. A limit of 25% of assignments may be met in this manner. 3 credits.

EDUU 660 Seminar on Instructional Supports for Persons with Moderate/Severe Disabilities

Prerequisites: EDUU 688. Application of contemporary theories and literature related to curriculum development and strategies for instruction of individuals with moderate/severe disabilities. Includes increased emphasis upon specific areas of severe disabilities such as severe/profound mental retardation, multiple disabilities, deaf/blind, physical disabilities, severe emotional disturbance, and autism. For those candidates enrolled in a BTSA/Induction program, activities, trainings, and workshop experiences that are aligned with specific course assignments may be used to meet course requirements as approved by course instructor. A limit of 25% of assignments may be met in this manner. 3 credits.

EDUU 661 Collaborative and Cooperative Teaching

Collaboration is a necessary process which supports school staff to better meet the needs of all learners. This course focuses on professional collaboration among teachers, and between teachers, paraprofessionals, administrators, and others working in school settings. Candidates will learn to use a variety of collaborative structures, effective collaboration and cooperative teaching techniques, problem solving methods, effective communication and negotiation techniques, and devices for enhancing content and learning. The course is designed for elementary and secondary general and special education teachers as well as counselors, school psychologists, and administrators. It will particularly helpful to professionals who are currently or planning to: 1) team teach, 2) serve on problem-solving teams, or 3) consult with other professionals. 3 credits.

EDUU 688 Professional Induction Planning and Assessment

Prerequisite: Completion of the Preliminary (Level I) Education Specialist Credential in Mild/Moderate or Moderate/Severe and acceptance into the Education Specialist Professional Credential (Level II) program. This is a required first (3 credits) and last (3 credits) course for ALL Education Specialist Professional Credential (Level II) candidates. EDUU 688 shall be completed in 2 parts, each time primarily serving as an individualized process. Three credits shall be taken as the first course in the Level II program and shall include specific general curriculum where the formal induction plan is developed and refined. Also, central to the first half of this course (3 credits), is the beginning of the execution of the personalized goals for each candidate. Finally a complete candidate assessment plan will be developed. Each of these components (candidate goals, plan and timeline for execution, and the exit assessment plan), will be agreed upon by the candidate, district support provider, employer, and faculty advisor. The result by the end of the first half of the course (3 credits) is the formal Individualized Induction Plan, the selection of an Expertise Area, and a Portfolio Plan. A meeting with the candidate, faculty advisor, and district support provider will result in a completed/signed induction plan and expertise plan, including timeline, measurement, and assessment criteria. No other Level II courses may be taken until this portion of EDUU 688 (3 credits) is successfully completed. The second half of EDUU 688 (3 credits) should be taken after all other Level 2 coursework has been successfully completed. It is the capstone experience for the Level 2 program. Candidates will critically assess their knowledge and skills as they relate to their Professional Induction Plan, their Expertise Area, and the Professional Standards as set forth by the State of California. During the second half of the course (3 credits) candidates will complete their Professional Portfolio, demonstrate their expertise in an area of specialization, and develop a comprehensive Professional Development Plan. The second half of EDUU 688 (3 credits) will allow the candidate to integrate her/his knowledge into a unified understanding of the professional field of special education. (EDUU 688 must be taken two times for 6 total credits.) 3 credits. Course may repeated for credit. The second half of EDUU 688 (3 credits) may be waived if a candidate can document completion of at least one year of BTSA/Induction experience and submits a satisfactory Professional Portfolio based on BTSA/Induction activities.