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Course Schedule

Fall 2018

EDUC X401 | Learning, Cognition and Instruction
This course considers child and adolescent learning in cognitive, developmental, linguistic, and socio-cultural relief. Readings, simulations, and activities explore the instructional utility of course content through developmental neuroscience, social neuroscience, and classic learning theories. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.

Mondays | 4:30 – 7 p.m. | TPP Course Syllabus

 

EDUC X301 | Foundations of Education

This course considers the implications of historical and contemporary American social issues on child and adolescent learning. The course will emphasize K-12 education in diverse contexts, with a focus on poverty, stereotype threat, and immigration. Education policy will be critically evaluated in terms of student retention and success. The course will require candidates to integrate content into a personal philosophy of education and teaching.

Mondays | 7 – 9:30 p.m. | TPP Course Syllabus

 

EDUC X303 | Clinical Practice 1: Student Teaching 

Clinical Practice 1 is a developmental sequential set of activities that afford the candidate the opportunity to integrate and apply theoretical and pedagogical coursework and reflect on the Teaching Performance Expectations (TPEs). The candidate is supervised by district employees and individuals in the teacher preparation program who provide formative and timely performance feedback. The clinical sites (schools), Cooperating Teachers (district-employed supervisors) and University Mentors (program supervisors) are chosen based on criteria outlined by the CTC. This course is taken concurrently with EDUC X301.

Mondays | TBD (School site)

 

EDUC X408 | Integrated Physical Science, Math and Digital Literacy

This course provides an integrated approach to Physical Sciences, Mathematics and Scientific Literacy inclusive of effective pedagogy. The focus is to examine and understand the curriculum and strategies that make science and mathematics learning available to all children, how children develop science and mathematics understanding and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.

Wednesdays | 4:30 – 7 p.m. TPP Course Syllabus

 

EDUC X424 | Integrated Humanities and Visual Literacy

This course provides an integrated approach to the Humanities and Visual Literacy. The course will explore the meaning of literacy beyond written text to include the interpretation, negotiation, and meaning formation of images. Visual literacy will also include the ability to learn and express oneself through visual representation. The visual and performing arts will be explored as a means for students to express themselves through dance, music, theater, and visual arts. The course will provide an opportunity for educators to develop new teaching strategies and curriculum focused on the incorporation of visual literacy in a variety of content areas and the integration of the California Common Core State Standards (CCSS).

Wednesdays | 7 – 9:30 p.m. TPP Course Syllabus


Spring 2019

EDUC X401 | Learning, Cognition and Instruction
This course considers child and adolescent learning in cognitive, developmental, linguistic, and socio-cultural relief. Readings, simulations, and activities explore the instructional utility of course content through developmental neuroscience, social neuroscience, and classic learning theories. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.

Mondays | 4:30 – 7 p.m.  TPP Course Syllabus

 

EDUC X301 | Foundations of Education
This course considers the implications of historical and contemporary American social issues on child and adolescent learning. The course will emphasize K-12 education in diverse contexts, with a focus on poverty, stereotype threat, and immigration. Education policy will be critically evaluated in terms of student retention and success. The course will require candidates to integrate content into a personal philosophy of education and teaching.

Mondays | 7 – 9:30 p.m.  TPP Course Syllabus

 

EDUC X409 | Integrated GeoScience, Math and Digital Literacy
This course provides an integrated approach to Earth and Space Sciences, Mathematics and Digital Literacy inclusive of effective pedagogy. The focus is to examine and understand the curriculum and strategies that make science and mathematics learning available to all children, how children develop science and mathematics understanding and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.

Tuesdays | 4:30 – 7 p.m. TPP Course Syllabus

 

EDUC X425 | Integrated Humanities and Cultural Literacy
The course provides an integrated approach to the Humanities and Cultural Literacy. The course will explore the meaning of literacy beyond written text to include cultural literacy, which is the knowledge and understanding of history, contributions, and perspectives of different cultural groups. The purpose of this course is to engage in a dialogue about the common cultural vocabulary needed by literate citizens in our diverse society and the role that schools should play in teaching this to our students. The course will provide an opportunity for educators to develop new teaching strategies and curriculum focused on the incorporation of cultural literacy in a variety of content areas and the integration of the California Common Core State Standards (CCSS).

Tuesdays | 7 – 9:30 p.m. TPP Course Syllabus

 

EDUC X303 | Clinical Practice I: Student Teaching
Clinical Practice 1 is a developmental sequential set of activities that afford the candidate the opportunity to integrate and apply theoretical and pedagogical coursework and reflect on the Teaching Performance Expectations (TPEs). The candidate is supervised by district employees and individuals in the teacher preparation program who provide formative and timely performance feedback. The clinical sites (schools), Cooperating Teachers (district-employed supervisors) and University Mentors (program supervisors) are chosen based on criteria outlined by the CTC. This course is taken concurrently with EDUC X301.

Tuesdays | TBD (School site)

 

EDUC X317 | Single Subject Methods - Math
This course focuses on the examination of curriculum, pedagogy, and strategies that make mathematics learning available to all students, how students develop a deep understanding of mathematics and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.

Wednesdays | 7 p.m. - 9:30 p.m. TPP Course Syllabus

 

EDUC X318 | Single Subject Methods - Science
This course focuses on the examination of curriculum, pedagogy, and strategies that make science learning available to all students, how students develop deep understanding in science and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.

Wednesdays | 7 p.m. – 9:30 p.m. TPP Course Syllabus

 

EDUC X315 | Single Subject Methods - English and Language Arts
This course focuses on the examination of curriculum, pedagogy, and strategies that make English and language arts (ELA) learning available to all students, how students develop deep understanding in ELA and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.

Wednesdays | 7 p.m. – 9:30 p.m. TPP Course Syllabus

 

EDUC X316 | Single Subject Methods - History and Social Science
In this course, you will focus on the examination of curriculum, pedagogy, and strategies that make history and social science (HSS) learning available to all students, how students develop deep understanding in HSS and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.

Wednesdays | 7 p.m. – 9:30 p.m. TPP Course Syllabus

 

EDUC X302 | Teaching Practicum
Candidates have the opportunity to synthesize the theoretical and practical learning in the Teacher Preparation Program and work towards mastery of the Teaching Performance Expectations (TPEs). Mastery is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities. This course is taken concurrently with EDUC X304: Clinical Practice 2 and EDUC X305: Clinical Practice 3.

Thursdays | 4:30 – 7 p.m. TPP Course Syllabus

 

EDUC X311 | Diverse Students; Inclusive Instruction
This course introduces candidates to the philosophy and history of educating diverse student populations, best practice, and differentiated instruction for diverse learners in the general education classroom. Candidates will learn how to take advantage of and build upon the variety of cultural knowledge and resources they and their students bring to school.

Tuesdays | 7 – 9:30 p.m. TPP Course Syllabus

 

EDUC X314 | Single Subject Reading for Understanding
This course provides candidates the opportunity to experience the reading process from a student point of view and combines that with targeted planning op­portunities for real-world application. The course will focus on reading as a social, metacognitive process, one that students can take ownership of for themselves, and one that teachers should continue to model for them throughout the school year.

Thursdays | 7 – 9:30 pm TPP Course Syllabus

 

EDUC X305 | Clinical Practice III: Solo or Co-Teaching
Clinical Practice 3 is the final set of activities where the candidate integrates and applies theoretical and pedagogical coursework and reflects on the Teaching Performance Expectations (TPEs) as the Solo or Co-Teacher. The candidate is supervised by district employees and individuals in the teacher preparation program who provide formative and timely performance feedback. The clinical sites (schools), Cooperating Teachers (district-employed supervisors) and University Mentors (program supervisors) are chosen based on criteria outlined by the CTC. This course is taken concurrently with EDUC X302.

Thursdays | TBD (School site)


TPP Course Syllabus = Course Syllabus