Teacher Education (TED)

Prerequisite: Admission to Teacher Education. Includes 30 hours of early field experience in K-12 classrooms. Topics include California Teacher Performance Expectations, state content standards, lesson planning / teaching / reflection, and professional, legal and ethical responsibilities of teachers. Computer applications used to complete course tasks.

Offered Fall, Spring

Prerequisite: Admission to Teacher Education. Psychology of learning and motivation related to instruction; emphasis on application of learning principles to classroom learning situations, including multicultural settings. Survey of applicable research from educational psychology and psychology. Mainstreaming students with special needs.

Offered Fall, Spring

Prerequisite: Admission to Multiple Subject Program. A balanced approach to teaching reading/language arts grades K through 3. Focus on the foundational skills and strategies needed in the developmental phase of learning to read. Addresses research-based knowledge and instructional practices aligned with the California Reading/Language Arts Framework.

Offered Fall, Spring, All terms

Prerequisite: TED 403. A balanced, integrative and interactive perspective to teaching reading/language arts grades 4 through 8. Focus on skills and strategies needed in reading and learning for life. Addresses research-based knowledge and instructional practices aligned with the California Reading/Language Arts Framework.

Offered Fall, Spring, All terms

A course to facilitate the integration of handicapped children into the regular classroom. Covers legal responsibilities, diagnostic/prescriptive teaching, problem solving and visits to special education facilities.

Offered As needed

Prerequisite: Admission to Single Subject Program. Procedures, materials for teaching content related reading/writing. Includes use of multicultural literature, instructional technology, interpretation of research in reading comprehension; reading/writing for language diverse populations, classroom based diagnostic tools, cross curricular reading/writing strategies. Microteaching or field experience.

Offered Fall, Spring

Prerequisite: LBS 302 is required. Co-requisites: LBS 400 or LBS 405 required. Restricted to LBS majors. Focus on linguistic, social, and cultural factors in schooling language minority students; how factors considered for effective learning practices. Areas of concentration include primary language development, second language acquisition, evaluation, current research.

Offered Fall, Spring

Prerequisite: Admission to Multiple Subject Program.Multicultural methods, materials and strategies for elementary art and music including instructional planning, lesson design and use of appropriate media materials and resources that are culturally and linguistically diverse.

Offered Fall, Spring

Prerequisite: Admission to Multiple Subject Program. Methods and materials for elementary math education. Includes instructional planning, unit development, selection and preparation of curriculum materials, assessment procedures, problem-solving strategies and sheltered mathematics instruction.

Offered Fall, Spring, All terms

Prerequisite: Admission to Teacher Education. Focus on culturally and linguistically sensitive discipline strategies, management and effective teaching of techniques identified by recent research. A minimum of 15 hours field application required.

Offered Fall, Spring

Prerequisite: Admission to Phase 2 Multiple Subject Program; TED 403 is required. An inquiry-based approach to teaching elementary social studies integrated with reading/language arts, aligned with Common Core standards and California Subject Matter Frameworks. Candidates learn strategies to develop social studies content, concepts, and analysis skills, and expository and narrative literacy skills.

Offered Fall, Spring, All terms

Methods, materials and strategies for visual and performing arts, physical education, and health, in multiple subject classroom settings; including instructional planning, lesson design and use of appropriate media materials and resources that are culturally and linguistically diverse.

Offered All terms, Fall, Spring

Co-requisites: TED 400, TED 402 and TED 407 are recommended. Integrates knowledge of cultural ecologies from the home, school and community. The course of study includes creating learning environments that reflect diversity, positive interactions between students and teacher, culturally responsive classroom management, multiple perspectives as well as a foundational approach to classroom rules, routines, procedures and norms.

Offered Fall, Spring

Prerequisite: Admission to Teacher Education. Analysis and application of the concepts of cultural diversity with emphasis on current issues in education in an urban context. Prepares teachers for multicultural environments and utilization of appropriate materials and methods for culturally, ethnically, and language diverse students.

Offered Fall, Spring

Prerequisite: Admission to Phase 2 of Multiple Subject Credential Program. Methods and materials for project-based elementary science education. Emphasizes inquiry-based instruction and includes instructional planning, multi-day lesson development, selection and preparation of curriculum materials, assessment procedures, problem-solving strategies, sheltered science and language instruction and health.

Offered Fall, Spring

Prerequisites: Concurrent enrollment in TED 423 is required; TED 418, TED 419 and TED 421. Addresses beginning adult education intern needs for working in ethnically, culturally and language diverse adult school settings. It emphasizes problem solving and discussion of competency checklists used in intern fieldwork. One hour of seminar per week.

Offered As needed

Course covers instructional techniques; evaluation of student achievement and the learning process in adult education.

Offered As needed

Prerequisite: TED 418. Covers instructional techniques, instructional technology, strategies to address the needs of diverse learners and resources in the Adult Education community. Emphasis will be placed on three specific groups: ESL students, older adults and exceptional adults.

Offered As needed

Prerequisite: Admission to Teacher Education. Focuses on computer basics, terminology, operation and care of computer-related hardware, trouble-shooting techniques, legal and ethical issues, copyright issues, and interacting with others using email and threaded discussion. Credit/no credit grading.

Offered Fall, Spring

Course is designed to meet the requirements for the Designated Subject Credential. Topics include scope and function of adult education, knowledge of cultural differences in students and communities, curriculum, media and community relationships.

Offered As needed

Prerequisites: TED 421 and TED 422 are recommended. Course is designed to give student practical experiences in teaching adults. Includes participation in classroom, school and communities, and individualized assignments to fulfill the particular needs of each credential applicant. Evaluation of field experience in scheduled seminars. Credit/no credit grading.

Offered As needed

Topics will cover counseling techniques to meet special needs of adult students and interpersonal relations/communication skills.

Offered As needed

Study of various approaches, methods, and materials related to a selected area of the curriculum. Development of applications at elementary and/or secondary level. Two to six hours of activity per week.

Offered As needed, All terms

Co-requisite: TED 427 and TED 428 are required. Introduction to the TTT online teacher education program and the teaching profession, with a focus on foundations of education. Topics include the history of education, classroom management, language development for English learners and standard English learners, and students with special needs.

Offered All terms, Fall, Spring

Co-requisites: TED 426 and TED 428 are required. Focuses on lesson planning, standards and objectives, assessment, literacy development, problem-based learning in math and science, online resources, and application of principles of effective instruction in real-world contexts.

Offered All terms, Fall, Spring

Co-requisites: TED 426 and TED 427 are required. Consists of a minimum of 40 hours of observation and participation. Candidates will draw on content and strategies from TED 426 and TED 427 in planing lessons for their early field experience. CR/NC grading.

Offered All terms, Fall, Spring

Prerequisites: TED 426, TED 427 and TED 428 are required. Co-requisites: TED 430 and TED 431 are required. Focuses on developing strategies for supporting every learner, including those with disabilities and special needs. Explores the student Study Team. Addresses school health issues.

Offered Fall, Spring

Prerequisites: TED 426, TED 427 and TED 428 are required. Co-requisites: TED 429 and TED 431 are required. Focuses on universal access, inductive and deductive teaching strategies, and models of teaching. Compares Direct Instruction with Problem-Based Learning.

Offered Fall, Spring

Prerequisites: TED 426, TED 427, and TED 428 are required. Co-requisites: TED 429 and TED 430 are required. Consists of a minimum of 40 hours of observation and participation, plus the completion of specific tasks that develop the candidates' capacity to plan, instruct, assess and reflect in their content area. CR/NC grading.

Offered Fall, Spring

Prerequisites: TED 429, TED 430, and TED 431 are required. Co-requisites: TED 438 and TED 465 are required. Focuses on culture and ways in which teachers broaden their understanding of what students bring to their educational experience so as to build upon it for student success. Expands on concept of Project-Based Learning.

Offered Fall, Spring

Prerequisite(s): Admission to Phase Two. Prerequisite: Admission to Phase Two. Student teaching candidates observe and participate in a Multiple Subject classroom with an experienced teacher, accompanied by reflective seminar. Credit/no credit grading. CR/NC grading.

Offered Fall, Spring

Prerequisite: TED 400 and TED 411. Student teaching with a master teacher at an urban multilingual/multicultural public elementary school. Done in conjunction with methods coursework. Focuses on Teacher Performance Expectations 1 though 13. Credit/no credit grading.

Offered Fall, Spring

Prerequisite: TED 433. Consists of one semester of supervised classroom practice with a master teacher at an urban multilingual/multicultural public elementary school. Done in conjunction with methods coursework. Focuses on Teacher Performance Expectations 1 through 14. Credit/no credit grading.

Offered Fall, Spring

Problem solving and use of competency checklists in student teaching at the elementary level. Credit/no credit grading. One hour of seminar per week.

Offered As needed

Prerequisite: TED 433. Consists of one semester of supervised classroom practice with a master teacher at an urban multilingual/multicultural public elementary school. Done in conjunction with methods coursework. Focuses on Teacher Performance Expectations 1 through 13. Credit/no credit grading.

Offered Fall, Spring

Prerequisites TED 429, TED 430, and TED 431 are required. Corequisites: TED 432 and TED 465 are required. Candidates complete the Teaching Event, the required summative, assessment, by demonstrating competency in all Teacher Performance Expectations. Candidates focus on student learning, select a learning segment, submit teaching artifacts and analysis, and assess the teaching event. CR/NC grading.

Offered Fall, Spring

This course explores native and heritage language learning pedagogies in dual language classrooms with attention to TK-12 Latinx student experiences. Students engage in transformative curricular design with an emphasis on translanguaging. Course taught in Spanish.

This course explores asset based critical biliteracy pedagogies in multilingual TK-12 school communities. Students engage in collective curricular design process with an emphasis on developing critical biliteracy across content areas with students and families. Course taught in Spanish.

Prerequisite: Admission to Fieldwork. Consists of two semesters of supervised classroom practice. Credit/no credit grading.

Offered Fall, Spring

Prerequisite: Admission to Fieldwork. Introduction to Critical Friends Inquiry Groups for elementary University Interns. Focus on reflective teacher inquiry, cognitive coaching, peer review and self-assessment. A-B/no credit grading.

Offered Infrequent, All terms

Prerequisite: TED 404. Assessment Seminar. Critical reflection on intern performance and student achievement correlated with the 13 Teacher Performance Expectations.

Offered As needed

Prerequisite: Admission to Phase Two. Candidates complete the Teaching Event, the required summative assessment, by demonstrating competency in all Teacher Performance Expectations. Candidates focus on student learning, select a learning segment, submit teaching artifacts and analysis, and assess the teaching event. Credit/no credit grading.

Offered Fall, Spring

Prerequisite: Admission to Phase Two. Student teaching candidates observe and participate in a single subject classroom with an experienced teacher accompanied by reflective seminar. Credit/no credit grading.

Offered Fall, Spring

Prerequisite: TED 400 and TED 411. Student teaching with a master teacher at an urban multilingual/multicultural public secondary school. Done in conjunction with methods coursework. Focuses on Teacher Performance Expectations 1 through 13. Credit/no credit grading.

Offered As needed

Prerequisite: TED 453. Consists of one semester of supervised classroom practice with a master teacher at an urban multilingual/multicultural public secondary school. Done in conjunction with methods coursework. Focuses on Teacher Performance Expectations 1 through 13. Credit/no credit grading.

Offered As needed

Problem solving and discussion of competency check lists used in student teaching in multilingual, multiethnic, and multicultural secondary settings. CR/NC grading.

Offered As needed

Prerequisite: TED 454. Consists of one semester of supervised classroom practice with a master teacher at an urban multilingual/multicultural public elementary school. Done in conjunction with methods coursework. Focuses on Teacher Performance Expectations 1 through 13. Credit/no credit grading.

Offered As needed

Prerequisite: Admission to Single Subject Program. Single Subject credential candidates learn how to create a supportive healthy environment for secondary student learning.

Offered Fall, Spring

Prerequisite: Admission to Fieldwork. Consists of two semesters of supervised classroom practice. Credit/no credit grading.

Offered Fall, Spring

Prerequisite: Admission to Fieldwork. Introduction to Critical Friends Inquiry Groups for secondary University Interns. Focus on reflective teacher inquiry, cognitive coaching, peer review and self-assessment.

Offered Infrequent

Prerequisite: Admission to Single Subject Program. Principles of effective instruction, critical thinking/questioning skills, lesson design, cooperative learning, sheltered instruction, guided discovery; curriculum materials for culturally, ethnically, and language diverse content classrooms.

Offered Fall, Spring

Prerequisite: Admission to Single Subject Program. Taken in single subject credential area. Explores methods and materials for planning instructional units and lessons. Presents alternative strategies of instruction and evaluation to assure high-level learning with ethnically, culturally, and language diverse students.

Offered Fall, Spring

Prerequisite: Acceptance to intern status in single subject program or advancement to fieldwork status; TED 467 and TED 468; TED 406 recommended. Explores interdisciplinary teaching methods for the multicultural, multilingual classroom including psychological, philosophical perspectives. Presents strategies, practices, and resources for developing an integrated curriculum.

Offered As needed

Prerequisite: TED 444. Capstone experience. Focuses on the professional obligations of teachers in society and the role of families and the community in the education of children. Addresses the historical, philosophical, cultural, and sociological foundations of American education from an equity perspective.

Offered As needed

Prerequisite: TED 467; concurrent enrollment in TED 468 recommended. Focus on interdisciplinary curriculum and assessment. Includes diagnostic, formative, and summative assessment. Focuses on evaluation, grading procedures, and use and interpretation of standardized exams as tools for instruction and monitoring of achievement.

Offered As needed

Assessment Seminar. Critical reflection on intern performance and student achievement correlated with the 13 Teacher Performance Expectations.

Offered As needed

Prerequisite: TED 475. Summative Assessment Seminar to complete reflective essay and performance task. Credit/no credit grading.

Offered As needed

Summative Assessment Seminar to complete reflective essay and performance task. Credit/no credit grading

Offered As needed

Prerequisite: Admission to Phase Two. Candidates complete the Teaching Event, the required summative assessment, by demonstrating competency in all Teacher Performance Expectations. Candidates focus on student learning, select a learning segment, submit teaching artifacts and analysis, and assess the teaching event. Credit/no credit grading.

Offered Infrequent

Identification of significant and persistent issues in education, to evaluate policy statements and published opinions with an awareness of elements involved. Repeatable course. One to three hours of seminar per week.

Offered As needed

Prerequisite: Consent of instructor. Independent study taken under the supervision of a faculty member. Repeatable course.

Offered As needed

Selected topics in teacher education. Repeatable course up to six units.

Offered As needed

Prerequisites: GED 500 is required. Introduction to the foundations of lesson study and its analysis for induction candidates. Collaboration in designing, observing and discussing lessons to provide universal access and engage all students in learning. Focus on English Learners, GATE students and students with special needs. Course is restricted to majors.

Offered Spring

Prerequisites: GED 500 is required. Advanced lesson study and its analysis for induction candidates. Collaboration in collecting, analyzing and using data to improve student learning. Focus on students who may be at risk. Course is restricted to majors.

Offered Fall

Teacher action research methods course for induction teachers working in urban diverse classrooms. Candidates conduct inquiries on professional practices using scientific methods to improve student achievement.

Offered Spring

Prerequisite: GED 500 is required. Induction candidates do an in-depth intervention to increase student achievement. Multimedia presentation disseminating findings. Focus on students who may be at risk. Course is restricted to majors.

Offered Spring

Explores theory, research, and practice related to learning, motivation, and effective and cognitive development. Emphasis on the application of learning principles to classroom learning situations and individual differences.

Offered Fall, Spring

An investigation and analysis of cultural influences and constructs such as race, gender and class to provide insight into the relationship among the individual, society and school in US education.

Offered Fall, Spring

Focuses on theory, research, and teaching practices that concern language in education. using sociocultural theory as a lens, evaluate research and teaching practices that explore how people acquire language in multilingual and multimodal contexts within community, home and school settings.

Offered Fall, Spring

Co-requisite: SPE 570. Candidates develop integrated systems for academic and social skills instruction for all students. Course includes study of behavior, positive behavioral interventions and supports, social skills instruction, crisis management, at the school-wide, classroom and individual student level.

Offered Fall, Spring

Prerequisites: TED 551 and SPE 570 are required. Co-requisite: SPE 571 is required. In-depth study of the processes of curriculum planning, implementation and assessment, and application of these processes to student-generated lessons and units of instruction. Addresses California Standards for the Teaching Profession, data-driven decision making, differentiated instruction, problem-based learning, and instructional leadership.

Offered Fall, Spring

Prerequisites: CUR 510 and CUR 519 are required. Preparation for the M.A. in Education Comprehensive Exam. Consists of small group, candidate presentations of specific TED, GED, and CUR course material.

Offered Fall, Spring

Prerequisite: Consent of instructor. Independent research under the supervision of a faculty member.

Offered Fall, Spring, Summer

Prerequisite: Consent of Advisor. The student will execute an individually planned research effort or a creative project. Students work under individual supervision with assigned faculty. May be repeated up to six units.

Offered Fall, Spring

Graduate students who have completed their course work but not their thesis, project, or comprehensive examinations, or who have other requirements remaining for the completion of their degree, may maintain continuous attendance by enrolling in this course. Signature of graduate program coordinator required.

Offered Fall, Spring