Being a teacher comes with numerous challenges, but one saving grace I gained from this program is the amount of support from peers in the cohort and the advisors. It gets stressful at times, but the relationships we build help me relieve some of that stress and better my practice.”
Course of Study
Two-Year Graduate Program
Students in the Teacher Education Programs engage in a variety of challenging courses.
Sequence of laboratory sessions providing pre-service teachers with an introduction to the education technology infrastructure and classroom presentation tools. Introduction to resources and services, email functions and the internet. Presentation software and multimedia elements will be introduced and explored.
Examination and development of instructional programs and the analyses and practices of instructional methods for teaching K-6 content. Emphasis is placed on an interdisciplinary approach that integrates content areas and infuses literacy, technology and strategies for second language learners. These methods courses are aligned with the CA state frameworks and the CA content standards for grades K-12, including the English Language Development Standards, all of which address the needs and interests of diverse students.
Lecture, three hours. Mathematics Methods course focusing on details of children’s mathematics thinking and then uses that information as a way to ground learning about the teaching of mathematics.
Examination and development of instructional programs and the analyses and practices of instructional methods for teaching content in grades 7-12. Emphasis is placed on an interdisciplinary approach that integrates content areas and infuses literacy, technology and strategies for second language learners. These methods courses are aligned with the CA state frameworks and the CA content standards for grades K-12, including the English Language Development Standards, all of which address the needs and interests of diverse students.
Students will have an opportunity to observe and participate in designated urban school sites with low-income, racially, culturally, and linguistically diverse student populations. Throughout the observation and participation period, students will analyze effective strategies for achieving learning for all students, including constructivist instruction, socio-cultural approaches, and appropriate use of educational technology. A key component of this phase is the students’ active engagement in reflection on issues in the schools they are observing.
Students will be assigned to student teach in designated school sites with racially, culturally, and linguistically diverse student populations. Throughout the student teaching period, students as novice teachers will plan, implement, and assess daily lessons and units as well as actively engage in reflecting on issues specific to school–community relations. Increased daily responsibilities in ED 330C.
Analysis of basic principles and concepts of planning, conducting, and evaluating units of curriculum and instruction. Emphasis on study and utilization of constructivist strategies and their application in elementary and secondary schools. Examinations of different methods of computer literacy and teaching subject matter. Students may conduct ethnographic inquiry of the local community of their designated partnership district.
A: Cultural Identity; B: Diverse Perspectives; C: Community Action
Participatory course series which explores issues of identity development, positionality and development as a teacher for urban school populations; issues and socio-cultural realities of diverse student populations; and examines urban school communities, their identities and ways of understanding and interacting.
An intensive consideration of American society, particularly its racial and cultural diversity. Topics include historical development of American society, manifestation of cultures and ways to learn about students’ cultures. Examination of issues of racism, ethnic and gender differences, perspectives of cultural diversity, and impact on educational and classroom instruction.
Analysis of learning processes in school situations. Processes of human motivation, affective, cognitive, social, and personal development of children and adolescents, evaluation of learning, individual differences, and implications of relevant theory and research.
Theoretical foundations of language structure and first and second language acquisition, with focus on major themes of current research that provide a framework for schooling of English Language Learners. Rationale for bilingual/English Language acquisition and development programs. Historical and current theories and models of language.
NOTE: The 413 series of courses is required for the BCLAD Spanish Emphasis credential
This course focuses on the language of emphasis for a bilingual teacher. Students will practice the listening, reading, speaking and writing competencies required for bilingual classrooms. At the end of the course an assessment will be made to determine the BCLAD candidate’s proficiency.
This course will consider models for developing the cultural and language skills of home speakers of the language of emphasis; practice in the use of activities to develop student ability to use language for real-world and academic purposes in culturally appropriate ways, and the use of approaches to develop and assess the quantity and quality of learner language. It will also consider models for teaching academic content in the primary language for delivering the core curriculum to bilingual and limited-English proficient students as well as methods for assessing content knowledge and related skills.
This course is culture-specific. It discusses the commonalties of the culture of emphasis in its home country or countries; major historical periods and events; values and belief systems and expectations; communications systems; demographics, roles, and status; family structures, function, and socialization; humanities and the arts; experiences of the people of the culture of emphasis in the United States and California; major historical periods and events; historical and contemporary demography; migration and immigration; contributions; relationship between the culture of emphasis and the dominant culture; relationships among different groups within the culture of emphasis and the dominant culture; and relationships among different groups within the culture of emphasis.
Examines approaches for teaching exceptional individuals in special and regular education programs. Principles and assumptions underlying alternative approaches are examined. Emphasis is placed on individualizing curriculum and classroom management.
Preparation for educators to teach K-12 students to explore their relationships with media by critically questioning media representations and creating their own alternative media messages. Critical media literacy combines theoretical foundations of cultural studies and critical pedagogy with practical classroom applications of new digital media as well as traditional print-based means of communication. Exploration of media representations of race, class, gender, sexual orientation, and other identity markers. Educators critically question media and technology, as well as explore new alternatives for creating multimedia messages in their own classrooms. Analysis and creation of media projects related to teaching required.
This course focuses on the logical features of instruction and their application to inquiry techniques in teaching and learning. It deals with various conceptions of truth, belief, and fact and opinion, and their application to classroom learning situations.
This course focuses on the analysis of instructional models relevant to public school education, especially effective and equitable education for racially, culturally, and linguistically diverse students. Assumptions, procedures, and constraints of a range of strategies are considered in terms of learner, content, and socio-cultural context.
This course focuses on analysis of the influence and tensions of psychological, societal, cultural, and instructional factors in curricular decisions. It provides examination of a range of approaches for the practical problems that classroom teachers face in making curricular decisions.
Clinic to be arranged. Field experiences designed to increase understanding of student fields of study.
Preparation for Master’s Comprehensive Examinations or Doctoral Qualifying Examinations
Tutorial, to be arranged. Individual study for master’s comprehensive examinations or for Ph.D. or Ed.D. qualifying examinations. May be repeated for credit.
TEP Novice Year at Academic Leadership Community School at Miguel Contreras Learning Complex, 2018-2019