Teaching and Learning (EDTL)

A study of the sociological and anthropological analysis of contemporary education with emphasis on historical and cultural contexts, culturally sensitive pedagogy, cultural and ethnic diversity, social/cultural issues, equity, access to the core curriculum, and demographic trends in schools and society. Emphasis is placed on the preparation of professionals for the teaching profession and their awareness of social, psychological, and cultural forces shaping society today so that they are prepared to work with all learners. This course is designed for undergraduates in the traditional and/or blended teacher preparation program.

This course replaces and is equivalent to EDUR 400.

Sophomore or higher standing required.
University Core fulfilled: Integrations: Ethics and Justice; Flags: Engaged Learning, Oral Skills.

Course content includes historical and current educational policies and theoretical perspectives of first and second language acquisition and learning. Included is the identification, assessment, placement, instructional approaches and program models designed for English Learners, including those with disabilities. The role of primary language instruction including indigenous languages and parent engagement strategies are also studied.

This course introduces key theories, components, and pedagogies of the education system for students with disabilities, including the fields of disability studies and special education. The course explores disability through a historical, social, linguistic, cultural, economic, and political context. Candidates are introduced to current laws, strategies, and political context. This course will review major relevant issues affecting the field of special education including co-teaching, advocacy, inclusion, collaborating with diverse families and educational professionals, and transition processes. Candidates will develop their competency to create and analyze student action plans and collaborate with colleagues to offer universal access in the classroom.

A survey of historical and contemporary systems of inequity in schooling with an emphasis on preparing educators to respond constructively to intersectional student diversity elementary/secondary contexts. Candidates analyze field experiences and student contexts through sociocultural lenses to develop an equity literacy. Furthermore, they examine frameworks of equity, diversity, and inclusion to support community engagement, professional conduct, curriculum development, student well-being, and positive classroom ecologies.

This course is designed to prepare candidates to teach for social justice through the lens of sociocultural and constructivist paradigm. Teacher candidates will analyze theoretical perspectives and psychological principles that affect TK-12 student development and learning. The course will explore strategies and identify methodologies to establish and cultivate inclusive and healthy learning environments that promote all TK-12 student learning. Teacher candidates will examine teacher leadership and the characteristics of effective collaborative relationships and communities of practice within and among schools, families/households, and communities. Each teacher candidate will identify opportunities for advancing justice, equity, diversity, and inclusion as they begin to develop an individual approach to building an inclusive, productive, and well-structured learning environment that supports all TK-12 students. Clinical practice is a required component of this course for candidates in the Traditional pathway.

Candidates will plan, teach, and assess lessons that attend to TK-6 English Learners and native English speakers, including those with Individualized Education Plans, Individualized Services Plans, or Section 504 plans. Emphasis on content knowledge for teaching the California Mathematics and Science Framework Standards to all students, including ways to effectively integrate assessment, technology, and the English Language Development Framework in developing equity-oriented and culturally and linguistically responsive lessons and units. Instructional and learning theories cover constructivist and sociocultural perspectives and inclusive and transformative pedagogies that support growth in collaborative, reflective, and responsive practices. Candidates acquire knowledge, skills, and abilities to deliver comprehensible instruction and develop students' learning in all classroom settings and disciplines to all students. The course teaches candidates how to utilize assessment information to diagnose students' learning abilities and develop lessons that integrate California English Language Arts, History/ Social Science, and Visual and Performing Arts Frameworks and the English Language Development Standards.

The course requires participation in, and completion of, clinical practice activities throughout the semester.

This course will address critical areas of how students learn to read, focusing on evidence-based and brain-based research that supports literacy instruction for all learners. Foundations of literacy will be explored, incorporating assessment and best practices to support literacy development in students with diverse backgrounds and abilities.

This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates in the Elementary (Multiple Subjects) Traditional / Student Teacher pathway. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate's preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements.

Credit/No Credit only.

This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates in the Secondary (Single Subject) Traditional / Student Teacher pathway. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate's preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements.

Credit/No Credit only.

This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates in the Elementary (Multiple Subjects) Traditional / Student Teacher pathway. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate's preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements.

Prerequisite: EDTL 520.
Credit/No Credit only.

This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates in the Secondary (Single Subject) Traditional / Student Teacher pathway. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate's preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements.

Prerequisite: EDTL 521.
Credit/No Credit only.

This seminar is taken during the final semester of the program, concurrently with the culminating semester of Clinical Practice by candidates in the Elementary (Multiple Subjects) Traditional / Student Teacher pathway. Candidates will be supervised during their full-time student teaching which will take place in one culturally diverse public elementary school. Supervision and support will be provided by a Mentor Teacher and LMU Fieldwork Instructor, while working with individuals, small groups, and the entire class. The seminar will focus on the continued development and support of classroom management, planning, teaching, and assessment strategies that foster academic achievement in all content areas for all students. Attendance at weekly seminar is required.

Credit/No Credit only.

This seminar is taken during the final semester of the program, concurrently with the culminating semester of Clinical Practice by candidates in the Secondary (Single Subject) Traditional / Student Teacher pathway. Candidates will be supervised during their full-time student teaching which will take place in one culturally diverse public elementary school. Supervision and support will be provided by a Mentor Teacher and LMU Fieldwork Instructor, while working with individuals, small groups, and the entire class. The seminar will focus on the continued development and support of classroom management, planning, teaching, and assessment strategies that foster academic achievement in all content areas for all students. Attendance at weekly seminar is required.

Credit/No Credit only.

This course will focus on evidence based assessment practices of students with exceptional needs. It will build candidate competency in determining student progress towards content standards, use of instructional strategies and techniques to support learning, how to use, interpret, understand, and communicate informal/formal assessment results. The course requires participation in, and completion of, clinical practice activities throughout the semester.

This course is designed to prepare candidates to be able to demonstrate knowledge and skills in creating and maintaining environments for diverse learners that are safe and effective and that also facilitate positive self-esteem and self-advocacy and maximize instructional time. In addition, the candidate will be prepared to demonstrate knowledge of behavior analysis and management strategies, varying communication styles that impact learning, and laws and regulations for promoting behavior that is positive and self-regulatory.

This course will prepare candidates to identify and understand the thirteen different disability categories in IDEA and atypical development associated with them. The candidates will be able to determine appropriate evidence-based teaching strategies to use depending on their students' abilities, and which supports are necessary. This course will prepare candidates to support and plan transition for students leaving high school, as well as use the Making Action Plans (MAPS) process.

This course focuses on the development of bilingualism, biliteracy and bicultural identity. The course emphasizes the assessment and implications of the continua of biliteracy development through analysis of case studies. Research is reviewed and conducted on the complexity of factors that impact biliteracy development from preschool through adolescence students. Consideration is given to the dynamics of being bilingual and biliterate in society and in our educational system. The course provides opportunities to explore bilingualism and biliteracy in the implementation of Dual-Language programs.

Consideration is given to current trends and social issues affecting bilingual programs, including program characteristics, instructional approaches, and selection and use of primary language materials. Fluency and literacy in Spanish is required. This course is required for Bilingual, Crosscultural, Language and Academic Development credential candidates.

This course presents a cultural analysis of the diversity within Chicano/Latino groups, particularly as represented in educational settings. historical, political and social issues will be addressed, including communicative styles, dialectical differences and cross-cultural interactions between cultural and linguistic groups. This class is conducted bilingually in Spanish and English.

Consideration is given to current trends and social issues affecting bilingual programs, including program characteristics, instructional approaches, and selection and use of primary language materials. Fluency and literacy in Mandarin or Cantonese is required. This course is required for Bilingual, Crosscultural, Language and Academic Development credential candidates.

This course presents a cultural analysis of the diversity within Chinese / Chinese American groups, particularly as represented in educational settings. historical, political and social issues will be addressed, including communicative styles, dialectical differences and cross-cultural interactions between cultural and linguistic groups. This class is conducted in Mandarin / Cantonese and English.

Consideration is given to current trends and social issues affecting bilingual programs, including program characteristics, instructional approaches, and selection and use of primary language materials. Fluency and literacy in Korean is required. This course is required for Bilingual, Crosscultural, Language and Academic Development credential candidates.

This course presents a cultural analysis of the diversity within Korean / Korean American groups, particularly as represented in educational settings. historical, political and social issues will be addressed, including communicative styles, dialectical differences and cross-cultural interactions between cultural and linguistic groups. This class is conducted bilingually in Korean and English.

This course, offered in a seminar format, is designed to enhance the field experiences of teacher practitioners/interns through reflective discussions that revolve around events in content classes and field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the mentor teacher. This course is designed around the needs of the candidates

This course, offered in a seminar format, is designed to enhance the field experiences of teacher practitioners/interns through reflective discussions that revolve around events in content classes and field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the mentor teacher.

This class will address the communicative approach to language instruction. Candidates will learn strategies that will allow them to design and implement instruction that assures all students meet the state adopted standards for Art and the English Language Development standards. Candidates learn strategies that model and encourage student creativity, flexibility, collaboration and persistence in solving artistic problems. Candidates also learn how to teach students about the cultural contribution of Art. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through online course experiences, candidates will model and develop digital literacy for instruction. Candidates will also be expected to demonstrate through supervised field experiences that they are able to teach the state-adopted academic content standards for Art.

This course builds on knowledge established in the introductory course on teaching Art methods. The focus of this class will be on strategies that help students to produce various Art pieces including painting, sculpture, textile arts, and multimedia This class will also focus on assessment strategies for formative and summative assessments. Candidates will also model and assist student to integrate technology and media into their learning when conducting research, producing and publishing writing, and creating multimedia presentations. Advance strategies for inclusion including RTI, MTSS, and UDL will be developed in this class.

Prerequisite: EDTL 560.

This course will include a variety of teaching strategies for teaching English Language Arts (Arts) in typical departmentalized settings in middle and high schools. Candidates in the course will participate in whole class discussions, in and out of class evaluations of contemporary ELA teaching and learning, and the design of materials and approaches for teaching contemporary ELA. The instructor for the course will facilitate these activities and provide formative assessment feedback for each candidate. Each class will include in-depth discussions and all classes will require the use technology. The class will be facilitated using web-based resources. The instructor will facilitate candidate work on individual class projects via email communication, online discussion forums, and synchronous video conferencing and in person class meetings. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through online course experiences, candidates will model and develop digital literacy for instruction. Candidates will also be expected to demonstrate through supervised field experiences that they are able to teach the state-adopted academic content standards for students in ELA focusing on reading, writing, speaking, and listening.

This course builds on knowledge established in the introductory course on teaching English Language Arts (ELA). The focus of this class will be on strategies that help students to produce argumentative, information, and narrative texts. Candidates will learn how to select appropriate teaching strategies to develop students' abilities to read and comprehend narrative and information texts. Candidates will also model and assist their students to integrate technology and media into language arts when conducting research, producing and publishing writing, and creating multimedia presentations. Advance strategies for inclusion including RTI, MTSS, and UDL will be developed in this class.

Prerequisite: EDTL 564.

Candidates will learn how to design, deliver, and assess mathematics instruction for all students in grades 6-12. This course focuses on creating learning experiences in mathematics that are active, connected, sensory, emotional, and center on problem solving and communication as fundamental to learning mathematics. Candidates learn how to teach mathematical thinking through the eight Common Core Standards for Mathematical Practices within the context of storytelling and the engineering design process. Candidates learn how to engineer high impact instruction through the Mathematics Learning by Design (MLD) five instructional moves (lesson cycle) and a unique grading system that supports assessment as learning for all students, including English Learners (EL) and students with disabilities (SN). Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through on-line course experiences, candidates will model and develop digital literacy for instruction.

Candidates will learn how to coach students in developing the mathematical reasoning and procedural skills needed to design creative solutions to complex problems. The course includes inclusive approaches to engage diverse students and will use the Universal Design for Learning (UDL) framework and the National Council of Teachers of Mathematics (NCTM) Principles to Actions framework as a foundation to meet the course outcomes. Advance strategies for inclusion including RTI, MTSS, and UDL will be developed in this class. Further, candidates in this course will critically reflect on the theory and practice of mathematical literacy. The focus of the course will be dedicated to improving mathematical teaching practice, with student evidence analysis as a cornerstone in the development of each candidate's practice. Through this course, candidates will be provided the tools and practice to successfully complete the edTPA and the culminating REAL e-portfolio. This course will require active online and in-class assignments, discussions, and participation.

Prerequisite: EDTL 566.

This course covers Music programs, guidelines, and practices in the individualization of instruction with emphasis on culturally and linguistically diverse student needs in relation to K-12 classrooms; explores methods of long and short range planning, effective use of textbooks to design instruction, unit plans and lesson planning; assessment, and differentiated instruction to support student achievement of the California. Emphasis is placed on the California standards and framework for Music, including the Common Core. Candidates learn strategies for teaching music theory and analysis including transcription of musical excerpts. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through online course experiences, candidates will model and develop digital literacy for instruction.

This course builds on knowledge established in the introductory course on teaching Music methods. The focus of this class will be on strategies that help students to sight-sing, sight-read, improvise, compose, and arrange music using Western and non-Western works. This class will also focus on assessment strategies for formative and summative assessments. Candidates will also model and assist their students to integrate technology and media into their instruction when conducting research, producing and publishing writing, and creating multimedia presentations. Advance strategies for inclusion including RTI, MTSS, and UDL will be developed in this class.

Prerequisite: EDTL 568.

This course covers Physical Education programs, guidelines, and practices in the individualization of instruction with emphasis on culturally and linguistically diverse student needs in relation to K-12 classrooms; explores methods of long and short range planning, effective use of textbooks to design instruction, unit plans and lesson planning; assessment, and differentiated instruction to support student achievement of the California. Emphasis is placed on the California standards and framework for Physical Education, including the Common Core. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through online course experiences, candidates will model and develop digital literacy for instruction. Candidates will also be expected to demonstrate through supervised field experiences that they are able to teach the state-adopted academic content standards for Physical Education.

This course builds on knowledge established in the introductory course on teaching Physical Education methods. The focus of this class will be on strategies that help students to develop a disposition towards a healthy lifestyle including problem solving barriers to physical activity participating throughout life. This class will also focus on assessment strategies for formative and summative assessments. Candidates will also model and assist student to integrate technology and media into their language learning when conducting research, producing and publishing writing, and creating multimedia presentations. Advance strategies for inclusion including RTI, MTSS, and UDL will be developed in this class.

Prerequisite: EDTL 570.

This one semester course introduces candidates to teaching secondary science using an inquiry approach by integrating the three dimensions: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas (NRC, 2012) with literacy, in an effort to meet the performance expectations outlined in the Next Generation Science Standards (NRC, 2013). The emphasis of the course is "how" to teach science; methods for long and short range planning, unit plan design, and creation of authentic assessments are woven together to support teachers in creating effective learning environments for all learners. This course embeds inclusive approaches to engage all students through the use of the Universal Design for Learning (UDL) guidelines, and teaches candidates how to organize learning to connect to student culture, prior knowledge, interests, goals, and diverse learning needs. This course requires active participation both in-class and online through activities, assignments, discussions, and fieldwork. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through online course experiences, candidates will model and develop digital literacy for instruction.

This one semester course provides students with a comprehensive and in-depth analysis of effective approaches to planning, implementing, managing, and assessing effective secondary science instruction for all students. Candidates will utilize the 5E model to plan instruction, link scientific knowledge to instructional pedagogy, integrate literacy instruction, effectively engage students through inquiry and science phenomena, design measurable learning objectives that drive instruction, and create/implement formative and summative assessments. This course embeds inclusive approaches to engage all students through the use of the Universal Design for Learning (UDL) guidelines, and teaches candidates how to organize learning to connect to student culture, prior knowledge, interests, goals, and diverse learning needs. Advance strategies for inclusion including RTI, MTSS, and UDL will be developed in this class. Candidates in this course will critically reflect on the theory, practice and impact of science literacy. This course requires active participation both in-class and online through activities, assignments, discussions, and fieldwork.

Prerequisite: EDTL 572.

This course introduces teaching techniques, innovations, and development of teaching and evaluation skills in the area of secondary school social studies. The emphasis of the course is "how" to teach social studies, as well as some theoretical exploration of the history, purposes, and direction of social studies. Candidates will learn, practice, and reflect on the technical aspects of the art and science of teaching social studies, including the adaptation of instruction to individual learner differences, and selection and design of instructional materials. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through online course experiences, candidates will model and develop digital literacy for instruction.

This course provides students with a comprehensive and in-depth analysis of effective approaches to planning, implementing, managing, and assessing successful social studies learning experiences for students. This is the second semester of a year-long methods course. This semester we will examine the following areas of social studies education through the lens of historical content: standards and accountability, curriculum/unit/lesson planning and delivery, contemporary inquiry-oriented approaches for teaching social studies, assessment in the social studies and multiculturalism. Advance strategies for inclusion including RTI, MTSS, and UDL will be developed in this class.

Prerequisite: EDTL 574.

This class will address the communicative approach to language instruction. Candidates will learn strategies that will allow them to design and implement instruction that assures all students meet the state adopted standards for World Languages and the English Language Development standards. Candidates learn how to integrate the target culture in their instruction. Major themes include: proficiency-based instruction; the competency-based classroom/curriculum; critical issues in the reception and the production stages of second language acquisition; the nature of language, including basic linguistics. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through online course experiences, candidates will model and develop digital literacy for instruction. Candidates will also be expected to demonstrate through supervised field experiences that they are able to teach the state adopted academic content standards for World Languages focusing on reading, writing, speaking, and listening.

This course builds on knowledge established in the introductory course on teaching World Languages methods. The focus of this class will be on strategies that help students to produce argumentative, information, and narrative texts in the target language. This class will also focus on assessment strategies for formative and summative assessments. Candidates will also model and assist students to integrate technology and media into their language learning when conducting research, producing and publishing writing, and creating multimedia presentations. Advance strategies for inclusion including RTI, MTSS, and UDL will be developed in this class.

Prerequisite: EDTL 578

This course focuses on the first three years of life. It is designed to provide a broad overview of prenatal, infant, and toddler development. Students will advance their understanding of empirical research, application of theory, and analysis. Specifically, theoretical frameworks and contemporary research that have advanced knowledge of infant and toddler development (prenatal to 3 years of age) will be examined and analyzed. Students will be able to demonstrate knowledge of developmental milestones as they are manifested by infants and toddlers as well as be introduced to specific disorders and delays associated with early childhood development. Students will explore the environmental influences on development such as parenting, poverty, second language acquisition, disability, and policy.
This course replaces and is equivalent to EDES 405.
Field experience will be required.

This course focuses on theoretical frameworks and contemporary research that have advanced knowledge of the preschool period (ages 2-8 years) will be examined and analyzed. Students will be able to demonstrate knowledge of developmental milestones exhibited by preschoolers. Students will explore the environmental influences on development such as peer relationships, early childhood education experiences, parenting, socialization, poverty, second language acquisition, disability, prejudice, and policy. Research findings and methods will be utilized to study the transition to formal education and literacy development.
This course replaces and is equivalent to EDES 406.
Field experience will be required.

Students will analyze and interpret current social, cultural, institutional, and psychological factors that influence parents and children including: support systems, family structures, lifestyles, communication, attachment, personality, divorce, single parenting, socioeconomic status, prejudice and discrimination, public policies, physical and mental illness/disability, maltreatment, educational settings, and the media. Core developmental theories and related research findings will be analyzed and explored as they apply to today's world.
This course replaces and is equivalent to EDES 407.

Students will examine the history of early childhood education as well as contemporary program design and philosophy. An analysis of the impact of public policy in the United States on the ECE field will demonstrate the links between government and the family. Students will gain an understanding of implementing philosophy through environmental space planning, program policies, and curriculum design. Developmentally appropriate practice will be analyzed across all groups of children including those with special needs and second language learners. Students will be able to identify multicultural and anti-bias curriculum as well as advance their cultural competence.
This course replaces and is equivalent to EDES 408.
Field experience will be required.

Course content includes historical and current educational policies and theoretical perspectives of first and second language acquisition and learning. Included is the identification, assessment, placement, instructional approaches and program models designed for English Learners, including those with disabilities. The role of primary language instruction including indigenous languages and parent engagement strategies are also studied.

This course introduces key theories, components, and pedagogies of the education system for students with disabilities, including the fields of disability studies and special education. The course explores disability through a historical, social, linguistic, cultural, economic, and political context. Candidates are introduced to current laws, strategies, and political context. This course will review major relevant issues affecting the field of special education including co-teaching, advocacy, inclusion, collaborating with diverse families and educational professionals, and transition processes. Candidates will develop their competency to create and analyze student action plans and collaborate with colleagues to offer universal access in the classroom.

A survey of historical and contemporary systems of inequity in schooling with an emphasis on preparing educators to respond constructively to intersectional student diversity elementary/secondary contexts. Candidates analyze field experiences and student contexts through sociocultural lenses to develop an equity literacy. Furthermore, they examine frameworks of equity, diversity, and inclusion to support community engagement, professional conduct, curriculum development, student well-being, and positive classroom ecologies.

This course is designed to prepare candidates to teach for social justice through the lens of sociocultural and constructivist paradigm. Teacher candidates will analyze theoretical perspectives and psychological principles that affect TK-12 student development and learning. The course will explore strategies and identify methodologies to establish and cultivate inclusive and healthy learning environments that promote all TK-12 student learning. Teacher candidates will examine teacher leadership and the characteristics of effective collaborative relationships and communities of practice within and among schools, families/households, and communities. Each teacher candidate will identify opportunities for advancing justice, equity, diversity, and inclusion as they begin to develop an individual approach to building an inclusive, productive, and well-structured learning environment that supports all TK-12 students. Clinical practice is a required component of this course for candidates in the Traditional pathway.

Candidates will plan, teach, and assess lessons that attend to TK-6 English Learners and native English speakers, including those with Individualized Education Plans, Individualized Services Plans, or Section 504 plans. Emphasis on content knowledge for teaching the California Mathematics and Science Framework Standards to all students, including ways to effectively integrate assessment, technology, and the English Language Development Framework in developing equity-oriented and culturally and linguistically responsive lessons and units. Instructional and learning theories cover constructivist and sociocultural perspectives and inclusive and transformative pedagogies that support growth in collaborative, reflective, and responsive practices. Candidates acquire knowledge, skills, and abilities to deliver comprehensible instruction and develop students' learning in all classroom settings and disciplines to all students. The course teaches candidates how to utilize assessment information to diagnose students' learning abilities and develop lessons that integrate California English Language Arts, History/ Social Science, and Visual and Performing Arts Frameworks and the English Language Development Standards.

The course requires participation in, and completion of, clinical practice activities throughout the semester.

This course will address critical areas of how students learn to read, focusing on evidence-based and brain-based research that supports literacy instruction for all learners. Foundations of literacy will be explored, incorporating assessment and best practices to support literacy development in students with diverse backgrounds and abilities.

This class will address the communicative approach to language instruction. Candidates will learn strategies that will allow them to design and implement instruction that assures all students meet the state adopted standards for Art and the English Language Development standards. Candidates learn strategies that model and encourage student creativity, flexibility, collaboration and persistence in solving artistic problems. Candidates also learn how to teach students about the cultural contribution of Art. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through online course experiences, candidates will model and develop digital literacy for instruction. Candidates will also be expected to demonstrate through supervised field experiences that they are able to teach the state-adopted academic content standards for Art.

This course builds on knowledge established in the introductory course on teaching Art methods. The focus of this class will be on strategies that help students to produce various Art pieces including painting, sculpture, textile arts, and multimedia This class will also focus on assessment strategies for formative and summative assessments. Candidates will also model and assist student to integrate technology and media into their learning when conducting research, producing and publishing writing, and creating multimedia presentations. Advance strategies for inclusion including RTI, MTSS, and UDL will be developed in this class.

Prerequisite: EDTL 6200.

This course will include a variety of teaching strategies for teaching English Language Arts (Arts) in typical departmentalized settings in middle and high schools. Candidates in the course will participate in whole class discussions, in and out of class evaluations of contemporary ELA teaching and learning, and the design of materials and approaches for teaching contemporary ELA. The instructor for the course will facilitate these activities and provide formative assessment feedback for each candidate. Each class will include in-depth discussions and all classes will require the use technology. The class will be facilitated using web-based resources. The instructor will facilitate candidate work on individual class projects via email communication, online discussion forums, and synchronous video conferencing and in person class meetings. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through online course experiences, candidates will model and develop digital literacy for instruction. Candidates will also be expected to demonstrate through supervised field experiences that they are able to teach the state-adopted academic content standards for students in ELA focusing on reading, writing, speaking, and listening.

This course builds on knowledge established in the introductory course on teaching English Language Arts (ELA). The focus of this class will be on strategies that help students to produce argumentative, information, and narrative texts. Candidates will learn how to select appropriate teaching strategies to develop students' abilities to read and comprehend narrative and information texts. Candidates will also model and assist their students to integrate technology and media into language arts when conducting research, producing and publishing writing, and creating multimedia presentations. Advance strategies for inclusion including RTI, MTSS, and UDL will be developed in this class.

Prerequisite: EDTL 6204.

Candidates will learn how to design, deliver, and assess mathematics instruction for all students in grades 6-12. This course focuses on creating learning experiences in mathematics that are active, connected, sensory, emotional, and center on problem solving and communication as fundamental to learning mathematics. Candidates learn how to teach mathematical thinking through the eight Common Core Standards for Mathematical Practices within the context of storytelling and the engineering design process. Candidates learn how to engineer high impact instruction through the Mathematics Learning by Design (MLD) five instructional moves (lesson cycle) and a unique grading system that supports assessment as learning for all students, including English Learners (EL) and students with disabilities (SN). Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through on-line course experiences, candidates will model and develop digital literacy for instruction.

Candidates will learn how to coach students in developing the mathematical reasoning and procedural skills needed to design creative solutions to complex problems. The course includes inclusive approaches to engage diverse students and will use the Universal Design for Learning (UDL) framework and the National Council of Teachers of Mathematics (NCTM) Principles to Actions framework as a foundation to meet the course outcomes. Advance strategies for inclusion including RTI, MTSS, and UDL will be developed in this class. Further, candidates in this course will critically reflect on the theory and practice of mathematical literacy. The focus of the course will be dedicated to improving mathematical teaching practice, with student evidence analysis as a cornerstone in the development of each candidate's practice. Through this course, candidates will be provided the tools and practice to successfully complete the edTPA and the culminating REAL e-portfolio. This course will require active online and in-class assignments, discussions, and participation.

Prerequisite: EDTL 6206.

This course covers Music programs, guidelines, and practices in the individualization of instruction with emphasis on culturally and linguistically diverse student needs in relation to K-12 classrooms; explores methods of long and short range planning, effective use of textbooks to design instruction, unit plans and lesson planning; assessment, and differentiated instruction to support student achievement of the California. Emphasis is placed on the California standards and framework for Music, including the Common Core. Candidates learn strategies for teaching music theory and analysis including transcription of musical excerpts. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through online course experiences, candidates will model and develop digital literacy for instruction.

This course builds on knowledge established in the introductory course on teaching Music methods. The focus of this class will be on strategies that help students to sight-sing, sight-read, improvise, compose, and arrange music using Western and non-Western works. This class will also focus on assessment strategies for formative and summative assessments. Candidates will also model and assist their students to integrate technology and media into their instruction when conducting research, producing and publishing writing, and creating multimedia presentations. Advance strategies for inclusion including RTI, MTSS, and UDL will be developed in this class.

Prerequisite: EDTL 6208.

This course covers Physical Education programs, guidelines, and practices in the individualization of instruction with emphasis on culturally and linguistically diverse student needs in relation to K-12 classrooms; explores methods of long and short range planning, effective use of textbooks to design instruction, unit plans and lesson planning; assessment, and differentiated instruction to support student achievement of the California. Emphasis is placed on the California standards and framework for Physical Education, including the Common Core. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through online course experiences, candidates will model and develop digital literacy for instruction. Candidates will also be expected to demonstrate through supervised field experiences that they are able to teach the state-adopted academic content standards for Physical Education.

This course builds on knowledge established in the introductory course on teaching Physical Education methods. The focus of this class will be on strategies that help students to develop a disposition towards a healthy lifestyle including problem solving barriers to physical activity participating throughout life. This class will also focus on assessment strategies for formative and summative assessments. Candidates will also model and assist student to integrate technology and media into their language learning when conducting research, producing and publishing writing, and creating multimedia presentations. Advance strategies for inclusion including RTI, MTSS, and UDL will be developed in this class.

Prerequisite: EDTL 6210.

This one semester course introduces candidates to teaching secondary science using an inquiry approach by integrating the three dimensions: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas (NRC, 2012) with literacy, in an effort to meet the performance expectations outlined in the Next Generation Science Standards (NRC, 2013). The emphasis of the course is "how" to teach science; methods for long and short range planning, unit plan design, and creation of authentic assessments are woven together to support teachers in creating effective learning environments for all learners. This course embeds inclusive approaches to engage all students through the use of the Universal Design for Learning (UDL) guidelines, and teaches candidates how to organize learning to connect to student culture, prior knowledge, interests, goals, and diverse learning needs. This course requires active participation both in-class and online through activities, assignments, discussions, and fieldwork. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through online course experiences, candidates will model and develop digital literacy for instruction.

This one semester course provides students with a comprehensive and in-depth analysis of effective approaches to planning, implementing, managing, and assessing effective secondary science instruction for all students. Candidates will utilize the 5E model to plan instruction, link scientific knowledge to instructional pedagogy, integrate literacy instruction, effectively engage students through inquiry and science phenomena, design measurable learning objectives that drive instruction, and create/implement formative and summative assessments. This course embeds inclusive approaches to engage all students through the use of the Universal Design for Learning (UDL) guidelines, and teaches candidates how to organize learning to connect to student culture, prior knowledge, interests, goals, and diverse learning needs. Advance strategies for inclusion including RTI, MTSS, and UDL will be developed in this class. Candidates in this course will critically reflect on the theory, practice and impact of science literacy. This course requires active participation both in-class and online through activities, assignments, discussions, and fieldwork.

Prerequisite: EDTL 6212.

This course introduces teaching techniques, innovations, and development of teaching and evaluation skills in the area of secondary school social studies. The emphasis of the course is "how" to teach social studies, as well as some theoretical exploration of the history, purposes, and direction of social studies. Candidates will learn, practice, and reflect on the technical aspects of the art and science of teaching social studies, including the adaptation of instruction to individual learner differences, and selection and design of instructional materials. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through online course experiences, candidates will model and develop digital literacy for instruction.

This course provides students with a comprehensive and in-depth analysis of effective approaches to planning, implementing, managing, and assessing successful social studies learning experiences for students. This is the second semester of a year-long methods course. This semester we will examine the following areas of social studies education through the lens of historical content: standards and accountability, curriculum/unit/lesson planning and delivery, contemporary inquiry-oriented approaches for teaching social studies, assessment in the social studies and multiculturalism. Advance strategies for inclusion including RTI, MTSS, and UDL will be developed in this class.

Prerequisite: EDTL 6214.

This class will address the communicative approach to language instruction. Candidates will learn strategies that will allow them to design and implement instruction that assures all students meet the state adopted standards for World Languages and the English Language Development standards. Candidates learn how to integrate the target culture in their instruction. Major themes include: proficiency-based instruction; the competency-based classroom/curriculum; critical issues in the reception and the production stages of second language acquisition; the nature of language, including basic linguistics. Candidates will also be expected to be able to plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students. Through online course experiences, candidates will model and develop digital literacy for instruction. Candidates will also be expected to demonstrate through supervised field experiences that they are able to teach the state adopted academic content standards for World Languages focusing on reading, writing, speaking, and listening.

This course builds on knowledge established in the introductory course on teaching World Languages methods. The focus of this class will be on strategies that help students to produce argumentative, information, and narrative texts in the target language. This class will also focus on assessment strategies for formative and summative assessments. Candidates will also model and assist students to integrate technology and media into their language learning when conducting research, producing and publishing writing, and creating multimedia presentations. Advance strategies for inclusion including RTI, MTSS, and UDL will be developed in this class.

Prerequisite: EDTL 6218

This course will focus on evidence based assessment practices of students with exceptional needs. It will build candidate competency in determining student progress towards content standards, use of instructional strategies and techniques to support learning, how to use, interpret, understand, and communicate informal/formal assessment results. The course requires participation in, and completion of, clinical practice activities throughout the semester.

This course is designed to prepare candidates to be able to demonstrate knowledge and skills in creating and maintaining environments for diverse learners that are safe and effective and that also facilitate positive self-esteem and self-advocacy and maximize instructional time. In addition, the candidate will be prepared to demonstrate knowledge of behavior analysis and management strategies, varying communication styles that impact learning, and laws and regulations for promoting behavior that is positive and self-regulatory.

This course will prepare candidates to identify and understand the thirteen different disability categories in IDEA and atypical development associated with them. The candidates will be able to determine appropriate evidence-based teaching strategies to use depending on their students' abilities, and which supports are necessary. This course will prepare candidates to support and plan transition for students leaving high school, as well as use the Making Action Plans (MAPS) process.

This course introduces students to the field of disability studies. The course introduces key components and theories underlying disability studies and explores disability through a historical, social, linguistic, cultural, economic, and political context. This course also explores how disability is portrayed in society and reviews traditional stereotypes emerging from the disability rights movement. This course will review major relevant issues affecting the field including inclusion, advocacy, collaborating with diverse families and educational professionals, and transition processes.

This course examines disability related issues from an international lens. Specifically, issues such as cultural construction of disability, participation in inclusive and exclusive communities, disability related declarations, laws and policy development, organizations, educational practices, and international partnerships and collaborative projects are explored.

This course will focus on evidence-based assessment practices of students with exceptional needs. It will build candidate competency in determining student progress towards content standards; use of instructional strategies and techniques to support learning; and how to use, interpret, understand, and communicate informal/formal assessment results.

This course replaces and is equivalent to EDUR 6600.

This course is designed to prepare candidates to be able to demonstrate knowledge and skills in creating and maintaining environments for diverse learners that are safe and effective and that also facilitate positive self-esteem and self-advocacy and maximize instructional time. In addition, the candidate will be prepared to demonstrate knowledge of behavior analysis and management strategies, varying communication styles that impact learning, and laws and regulations for promoting behavior that is positive and self-regulatory.

This course replaces and is equivalent to EDUR 6603.

This course is designed to prepare candidates to be able to collaborate and communicate effectively with individuals with disabilities and their parents, other family members and primary care givers, school administrators, general and special education teachers, specialists, paraprofessionals, and community agency and related service personnel to promote partnerships and inclusive practices, including co-planning/co-teaching with general educators. The candidate will learn how to work in partnership and be able to design, implement, and evaluate integrated services that reflect transitional stages across life span for all learners.

This course replaces and is equivalent to EDUR 6606.

This course will prepare educators to design curriculum and instruction to meet the varying abilities of all students. The principles of Universal Design for Learning (UDL) as well as the components of Assistive Technology (AT) will be the content of the course. Candidates will be able to design lessons incorporating the UDL principles and the appropriate use of AT to maximize the learning for all students. Content-specific clinical practice is a required component of this course.

This course replaces and is equivalent to EDES 6441.

Admission to Catholic Inclusive Education Certificate program required.

Candidates will learn the principles of socio-emotional learning as they relate to student success in school and in daily living. Candidates will learn how to implement strategies of positive behavior support in order to promote self-esteem and self-advocacy and maximize instructional time. Content-specific clinical practice is a required component of this course.

This course replaces and is equivalent to EDES 6442.
Prerequisite: EDTL 6341.
Admission to Catholic Inclusive Education Certificate program required.

Candidates will be prepared to assess students with a range of abilities in order to plan appropriate instruction for the students. Candidates will know how to implement evidence-based informal and formal assessment strategies in order to monitor student progress utilizing tiered levels of support based on laws and policies for Catholic schools. Content-specific clinical practice is a required component of this course.

This course replaces and is equivalent to EDES 6443.
Prerequisite: EDTL 6341.
Admission to Catholic Inclusive Education Certificate program required.

Candidates will participate in a digitally supervised practicum in order to develop the expertise required for candidates to demonstrate the knowledge and skills required for Catholic inclusive educators following laws and policies related to Catholic schools.

This course replaces and is equivalent to EDES 6444.
Prerequisites: EDTL 6341, EDTL 6342, EDES 6343, EDLA 6430, and EDTL 6340.
Credit/No Credit only.

This course will provide candidates with knowledge and skills in the interpretation and application of evidence-based practices and research methodology in special education. Topics include methods for conducting survey research, experimental and quasi-experimental research, and qualitative research. Emphasizes analyses of specific issues in special education.

This course replaces and is equivalent to EDES 6608.
Special Education M.A. program only.

This course will examine advanced evidence-based strategies for accommodating and adapting instruction for exceptional learners with high incidence disabilities who may be culturally and/or linguistically diverse.

This course replaces and is equivalent to EDES 6609.
Special Education M.A. program only.

This course will explore current issues related to characteristics, educational methods, and curricula, and questions, problems, concerns, and movements connected to the education of children and youth with learning disabilities, emotional/behavioral disorders, and autism spectrum disorders.

This course replaces and is equivalent to EDES 6610.
Special Education M.A. program only.

This course supports an applied research project resulting in a paper that involves original collection or treatment of data and/or results. The Professional Project involves original research and exemplifies a contribution to scholarship. The final Professional Project is a paper of scholarly quality and should address a current area of inquiry.

This course replaces and is equivalent to EDES 6611.
Special Education M.A. program only.

Course content includes theoretical perspectives in first and second language acquisition, language teaching methodologies, assessment, identification, and program placement for English Language Learners. Historical, political, legal, and social factors related to second language acquisition are addressed, including the history of bilingual education; federal, state, and local legislation; bilingual education models; and the role of parents and paraprofessionals in English language development and instructional programs for linguistic minorities.

This course replaces and is equivalent to EDES 5003.
Special approval required.

Theory and application of curriculum development to bilingual instructional programs. These include design, organizational patterns and resources, materials and media, change strategies, and evaluation.

This course replaces and is equivalent to EDES 5325.
Special approval required.

The goals of this course include providing students with opportunities to acquire knowledge, skills, and abilities to deliver comprehensible instruction to English Language Learners (ELLs). Students will learn how to implement an instructional program that facilitates English language acquisition and development, including receptive and productive language skills for English Learners. Additionally, students will acquire and demonstrate the ability to utilize assessment information to diagnose student's language abilities and develop lessons promoting students' access and achievement in relation to state-adopted academic standards.

This course replaces and is equivalent to EDUR 6221.

This course focuses on the development of bilingualism, biliteracy and bicultural identity. The course emphasizes the assessment and implications of the continua of biliteracy development through analysis of case studies. Research is reviewed and conducted on the complexity of factors that impact biliteracy development from preschool through adolescence students. Consideration is given to the dynamics of being bilingual and biliterate in society and in our educational system. The course provides opportunities to explore bilingualism and biliteracy in the implementation of Dual-Language programs.

An in-depth study of cultural diversity using methods from educational sociology and anthropology. The course will examine the major theoretical models advocating responses to cultural diversity and their practical implications for education. Themes/issues covered: contemporary demographics, genetic and cultural deficit theory, cultural mismatch theory, cultural ecological theory, sociocultural theory (neo-Vygotskian) and culturally responsive instruction, multicultural education and intercultural communication, critical pedagogy, and qualitative evaluation.

This course replaces and is equivalent to EDUR 6100.

This course provides opportunities to study teaching as a linguistic process for creating and maintaining classroom culture. The course emphasizes a holistic exploration of the influences of language interactions (examining language attitudes and practices through discourse analysis), language structure (phonology and phonetics, morphology and syntax), language assessment, and language/literacy development as foundations for first and second language and literacy acquisition.

This course replaces and is equivalent to EDES 6004.

Consideration is given to current trends and social issues affecting bilingual programs, including program characteristics, instructional approaches, and selection and use of primary language materials. Fluency and literacy in Spanish is required. This course is required for Bilingual, Crosscultural, Language and Academic Development credential candidates.

This course presents a cultural analysis of the diversity within Chicano/Latino groups, particularly as represented in educational settings. historical, political and social issues will be addressed, including communicative styles, dialectical differences and cross-cultural interactions between cultural and linguistic groups. This class is conducted bilingually in Spanish and English.

Consideration is given to current trends and social issues affecting bilingual programs, including program characteristics, instructional approaches, and selection and use of primary language materials. Fluency and literacy in Mandarin or Cantonese is required. This course is required for Bilingual, Crosscultural, Language and Academic Development credential candidates.

This course presents a cultural analysis of the diversity within Chinese / Chinese American groups, particularly as represented in educational settings. historical, political and social issues will be addressed, including communicative styles, dialectical differences and cross-cultural interactions between cultural and linguistic groups. This class is conducted in Mandarin / Cantonese and English.

Consideration is given to current trends and social issues affecting bilingual programs, including program characteristics, instructional approaches, and selection and use of primary language materials. Fluency and literacy in Korean is required. This course is required for Bilingual, Crosscultural, Language and Academic Development credential candidates.

This course presents a cultural analysis of the diversity within Korean / Korean American groups, particularly as represented in educational settings. historical, political and social issues will be addressed, including communicative styles, dialectical differences and cross-cultural interactions between cultural and linguistic groups. This class is conducted bilingually in Korean and English.

This course, offered in a seminar format, is designed to enhance the field experiences of teacher practitioners/interns through reflective discussions that revolve around events in content classes and field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the mentor teacher. This course is designed around the needs of the candidates

This course, offered in a seminar format, is designed to enhance the field experiences of teacher practitioners/interns through reflective discussions that revolve around events in content classes and field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the mentor teacher.

This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of Elementary (Multiple Subjects) teachers in one of the following pathways: intern, practitioner, or residency. Candidates enrolled in Field Experience courses are required to demonstrate understanding of the California Teaching Performance Expectations (TPEs) during classroom observations. Candidates will receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district employed supervisor.

Credit/No Credit only.

This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of Secondary (Single Subject) teachers in one of the following pathways: intern, practitioner, or residency. Candidates enrolled in Field Experience courses are required to demonstrate understanding of the California Teaching Performance Expectations (TPEs) during classroom observations. Candidates will receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district employed supervisor.

Credit/No Credit only.

This course, offered in a seminar format, is designed to align coursework with fieldwork experiences of Elementary (Multiple Subjects) teachers in one of the following pathways: intern, practitioner, or residency. This is achieved through focused discussions, workshops, introduction to edTPA, and drafting of an Individual Development Plan. This course is designed around the needs of the candidates.

Credit/No Credit only.

This course, offered in a seminar format, is designed to align coursework with fieldwork experiences of Secondary (Single Subject) teachers in one of the following pathways: intern, practitioner, or residency. This is achieved through focused discussions, workshops, introduction to edTPA, and drafting of an Individual Development Plan. This course is designed around the needs of the candidates.

Credit/No Credit only.

This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of Elementary (Multiple Subjects) teachers in one of the following pathways: intern, practitioner, or residency. Candidates enrolled in Field Experience courses are required to demonstrate proficiency in the California Teaching Performance Expectations (TPEs) during classroom observations. Candidates will receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district employed supervisor.

Prerequisite: EDTL 6510.
Credit/No Credit only.

This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of Secondary (Single Subject) teachers in one of the following pathways: intern, practitioner, or residency. Candidates enrolled in Field Experience courses are required to demonstrate proficiency in the California Teaching Performance Expectations (TPEs) during classroom observations. Candidates will receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district employed supervisor.

Prerequisite: EDTL 6511.
Credit/No Credit only.

This course, offered in a seminar format, is designed to align coursework with fieldwork experiences of Elementary (Multiple Subjects) teachers in one of the following pathways: intern, practitioner, or residency. This is achieved through focused discussions, workshops, completion of edTPA, and finalizing of an Individual Development Plan. This course is designed around the needs of the candidates.

Prerequisite: EDTL 5612.
Credit/No Credit only.

This course, offered in a seminar format, is designed to align coursework with fieldwork experiences of Secondary (Single Subject) teachers in one of the following pathways: intern, practitioner, or residency. This is achieved through focused discussions, workshops, completion of edTPA, and finalizing of an Individual Development Plan. This course is designed around the needs of the candidates.

Prerequisite: EDTL 6513.
Credit/No Credit only.

This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates in the Elementary (Multiple Subjects) Traditional / Student Teacher pathway. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate's preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements.

Credit/No Credit only.

This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates in the Secondary (Single Subject) Traditional / Student Teacher pathway. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate's preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements.

Credit/No Credit only.

This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates in the Elementary (Multiple Subjects) Traditional / Student Teacher pathway. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate's preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements.

Prerequisite: EDTL 6520.
Credit/No Credit only.

This course is designed to meet fieldwork requirements and enhance the fieldwork experiences of teacher education candidates in the Secondary (Single Subject) Traditional / Student Teacher pathway. Candidates enrolled in Field Experience courses are required to demonstrate mastery of the California Teaching Performance Expectations (TPEs) during classroom demonstrations. Candidates also receive support through reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the district-employed supervisor.

The fieldwork courses are intended to provide support for classroom instructional practice for teacher candidates. The sequence of field experiences includes a broad spectrum of interactions with diverse populations and communities. These experiences are age and/or grade appropriate to the areas of service authorized by the credential. Each candidate participates in and reflects on a variety of activities representing different roles of beginning educators. Fieldwork is a critical component of the teacher candidate's preparation, linking theory to practice and rooted in the LMU Conceptual Framework and informed by the California Commission on Teacher Credentialing requirements.

Prerequisite: EDTL 6521.
Credit/No Credit only.

This seminar is taken during the final semester of the program, concurrently with the culminating semester of Clinical Practice by candidates in the Elementary (Multiple Subjects) Traditional / Student Teacher pathway. Candidates will be supervised during their full-time student teaching which will take place in one culturally diverse public elementary school. Supervision and support will be provided by a Mentor Teacher and LMU Fieldwork Instructor, while working with individuals, small groups, and the entire class. The seminar will focus on the continued development and support of classroom management, planning, teaching, and assessment strategies that foster academic achievement in all content areas for all students.

Attendance at weekly seminar is required.
Credit/No Credit only.

This seminar is taken during the final semester of the program, concurrently with the culminating semester of Clinical Practice by candidates in the Secondary (Single Subject) Traditional / Student Teacher pathway. Candidates will be supervised during their full-time student teaching which will take place in one culturally diverse public elementary school. Supervision and support will be provided by a Mentor Teacher and LMU Fieldwork Instructor, while working with individuals, small groups, and the entire class. The seminar will focus on the continued development and support of classroom management, planning, teaching, and assessment strategies that foster academic achievement in all content areas for all students.

Attendance at weekly seminar is required.
Credit/No Credit only.

This course focuses on the government, political, financial, legal, and historical perspectives of education in the United States. Students are given opportunities to integrate course topics and relate paradigms of education to the welfare of all students in responsible and ethical ways.

What should students learn and experience in the classroom? Who decides the content and how it should be taught? How will we know that all students have mastered it? From antiquity to the present, human beings have clashed over these fundamental yet highly charged questions regarding the nature of curriculum. Drawing on theory and practice, past and present, this course explores answers to the above questions and looks at the direction of today's education policies and practices, especially with regard to curriculum standards, accountability, and student assessment under No Child Left Behind.

This course replaces and is equivalent to EDES 6103.
Special approval required.

This is the capstone course in the Transformative Education program. Students will be expected to complete a research project focusing on transformative education.

Prerequisite: EDTL 6602.

This course is a continuation of EDTL 6618 (Research in Transformative Education). Candidates focus on collecting and analyzing findings of the research project started in EDTL 6618. In addition to regular class meetings, candidates are expected to meet individually with a faculty advisor to refine and revise the final research project.

Prerequisite: EDTL 6618.
A final research paper, approved by a faculty committee, is required for the course.

Offered as an elective, this course emphasizes the use of instructional technologies with multilingual population. Of particular emphasis is the bridging of the Digital Divide, access and equity in technology with diverse populations, and uses of instructional technology within dual language contexts.

This course replaces and is equivalent to EDUR 6324.

In this course, constructivism will be explored as a foundation for teaching and learning with technology. The course will explore how technology can be used to promote the notion that students construct knowledge rather than just receive knowledge passively.

This course replaces and is equivalent to EDUR 6327.

This course explores how different technologies can be used to promote equity in teaching and learning in schools. As technology evolves, candidates study how new forms of technology, beyond the personal computer, can be used for teaching and learning. Candidates will create projects using these new technologies.

This course replaces and is equivalent to EDUR 6328.

This graduate course considers linguistic, physiological, psychological, and cultural concerns, which address the literacy needs of all learners, which include differentiated instruction, Response to Intervention, and literacy techniques for English Language Learners. Approaches, methods, processes, and techniques for teaching literacy skills in grades PK-12 are discussed.

This course replaces and is equivalent to EDES 6001.

Principles of assessment, evaluation, and prognostic procedures in reading. Use of effective formal and informal assessments and evaluation instruments for all students. Communication of assessments results to stakeholders; alignment of assessment with instructional programs.

This course replaces and is equivalent to EDES 6002.

This course is a study of the detection and diagnosis of literacy difficulties of elementary, middle, and high school students. It includes an introduction and examination of methods and materials best suited for correcting reading deficiencies as well as techniques for promoting better reading, writing and study habits.

This course replaces and is equivalent to EDES 6003.

What should students learn and experience in the classroom? Who decides the content and how it should be taught? How will we know that all students have mastered it? From antiquity to the present, human beings have clashed over these fundamental yet highly charged questions regarding the nature of curriculum. Drawing on theory and practice, past and present, this course explores answers to the above questions and looks at the direction of today’s education policies and practices, especially with regard to curriculum standards, accountability, and student assessment under the 2015 Every Student Succeeds Act (ESSA).

This course replaces and is equivalent to EDES 6006.

"This practicum includes an in-depth study of prescriptive teaching techniques. Students learn to assess and plan intervention strategies to help develop literacy skills in children who are struggling with the reading process. Included among the techniques are: specific skill and psychological tests, screening tests of vision and hearing, as well as interpreting and writing case studies.

This course replaces and is equivalent to EDES 6356.

Special approval required."

The study of social, emotional, and cultural competencies and their application to the practice of teaching. An overview of social-emotional learning with particular emphasis on culturally responsive pedagogy applicable to the didactic relationship. Candidates are introduced to frameworks that will give them a greater understanding of self and others.

Study and development of helping skills for observation and communication techniques. Coverage includes detailed exposure to Person-Centered listening methods in education with an emphasis on understanding theory and acquisition of basic skills.

This course focuses on the first three years of life. It is designed to provide a broad overview of prenatal, infant, and toddler development. Students will advance their understanding of empirical research, application of theory, and analysis. Specifically, theoretical frameworks and contemporary research that have advanced knowledge of infant and toddler development (prenatal to 3 years of age) will be examined and analyzed. Students will be able to demonstrate knowledge of developmental milestones as they are manifested by infants and toddlers as well as be introduced to specific disorders and delays associated with early childhood development. Students will explore the environmental influences on development such as parenting, poverty, second language acquisition, disability, and policy.
This course replaces and is equivalent to EDES 5401.
Field experience will be required.
Special approval required.

This course focuses on theoretical frameworks and contemporary research that have advanced knowledge of the preschool period (ages 2-8 years) will be examined and analyzed. Students will be able to demonstrate knowledge of developmental milestones exhibited by preschoolers. Students will explore the environmental influences on development such as peer relationships, early childhood education experiences, parenting, socialization, poverty, second language acquisition, disability, prejudice, and policy. Research findings and methods will be utilized to study the transition to formal education and literacy development.
This course replaces and is equivalent to EDES 5402.
Field experience will be required.
Special approval required.

Students will analyze and interpret current social, cultural, institutional, and psychological factors that influence parents and children including: support systems, family structures, lifestyles, communication, attachment, personality, divorce, single parenting, socioeconomic status, prejudice and discrimination, public policies, physical and mental illness/disability, maltreatment, educational settings, and the media. Core developmental theories and related research findings will be analyzed and explored as they apply to today's world.
This course replaces and is equivalent to EDES 5404.
Special approval required.

Students will examine the history of early childhood education as well as contemporary program design and philosophy. An analysis of the impact of public policy in the United States on the ECE field will demonstrate the links between government and the family. Students will gain an understanding of implementing philosophy through environmental space planning, program policies, and curriculum design. Developmentally appropriate practice will be analyzed across all groups of children including those with special needs and second language learners. Students will be able to identify multicultural and anti-bias curriculum as well as advance their cultural competence.
This course replaces and is equivalent to EDES 5405.
Field experience will be required.
Special approval required.

In this course candidates will integrate his or her individualized program of study into a problem of practice paper that identifies and describes a real-world issue or problem in education. It will require the integration of literature, course material, learning from previous courses as well as life experience and will utilize that information to complete an evidence-based solution to a real-world problem of practice. The final papers will be presented to a panel of faculty and students. Each cohort of candidates taking the capstone course will meet regularly to share the problems and solutions each student is examining in their problem of practice paper; discuss progress, challenges, and questions; and exchange feedback and ideas across a range of issues in education.

This course replaces and is equivalent to EDES 6900.

This course will introduce health concepts, skills, and behaviors important for today's students to make informed choices. Candidates will be able to gather, interpret, evaluate, and use health information and topics in their future activities as teachers. The course consists of four modules: 1) Overview of the California Health Framework and Consumer and Community Health Resources; 2) Personal Health with a focus on nutrition and tobacco, drugs, and alcohol use; 3) Health choices that impact communicable and chronic diseases; 4) The role of environmental health with a focus on injury prevention and safety.

This course will introduce educators to pedagogical best practices in online instruction. The course models, embeds and affirms the principles of Universal Design for Learning (UDL). While addressing and facilitating the dynamics of access, equity, and inclusion, UDL supports teachers in making strategic decisions about when and how to utilize both synchronous and asynchronous instruction. As an instructional framework, UDL will establish foundational best practices for setting up learning management systems, developing online classroom culture, and will discuss student safety and citizenship in online settings. Key strategies and technological tools will be introduced that will be immediately applicable to teachers' work in K-12 classrooms.