MA in Teaching, Secondary Education with CA Single Subject Credential

This course is designed for teaching credential candidates. The course focuses on inclusive, evidence-based practices designed to meet the needs of a wide range of learners including students with disabilities, English learners, gifted students and students with other learning needs. Candidates will apply principles of Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS) as well as a variety of developmentally and ability-appropriate instructional strategies, resources and assistive technology to maximize learning opportunities and promote student access to the curriculum. Candidates will also explore school and community-based resources to support all learners and their families and work to become effective change agent in the schools. A minimum of 5 hours of fieldwork is required for this course.

Prerequisites: EDUU 510 (may be taken concurrently).

This course is designed for credential candidates. The course fosters an understanding of learning theory, instructional models, and strategies for differentiating instruction and assessment to meet the diverse needs of learners. Candidates will be introduced to a variety of developmentally and ability-appropriate instructional strategies and design standards-based learning experiences that engage students and provide access to the curriculum for a wide range of learners. An emphasis will be placed selecting appropriate educational technologies to deepen teaching and learning, promote digital literacy and offer students multiple means to demonstrate learning. A minimum of 5 hours of fieldwork is required for this course.

Prerequisites: EDUU 510 and 512.

This course explores effective instructional strategies for creating inclusive, engaging, and culturally responsive learning environments for secondary classrooms. Candidates will learn to design lessons using asset-based instruction, Universal Design for Learning (UDL), and trauma-informed practices to support diverse learners. Emphasis is placed on fostering positive student interactions, promoting higher-order thinking, integrating technology for engagement, and using informal assessments to inform instruction. Candidates will develop the skills to support students’ academic and emotional needs while affirming their cultural and linguistic identities. Five hours of fieldwork are built into this course.

Prerequisites: EDUU 510 and 512.

This course focuses on theories, issues, and practices involved in first and second language acquisition and maintenance. It provides an overview of assessment instruments and state policies to identify and place English learners (EL), state-adopted English Language Development (ELD) standards, and teaching strategies to support students’ language development. An emphasis is placed on second language acquisition theories, best practices for teaching reading, writing, and language development, as well as integrating students’ cultural backgrounds and assets into literacy instruction. Candidates also explore the socio-cultural, legal and political factors influencing language policies and impacting English learners. The culminating assignment for the course involves designing and conducting a tutoring project that demonstrates candidates’ proficiency in diagnosing an English learner’s language needs in their content-area and developing and implementing a tutoring plan that addresses those needs. A minimum of 10 hours of fieldwork is required for this course.

Prerequisites: EDUU 510.

This course equips middle and high school content teachers with practical, research-based strategies to integrate reading, writing, listening, speaking, and academic language development into their instruction. Aligned with state standards, it focuses on evidence-based routines that help students access and engage with complex texts across content areas. Candidates learn asset-based and inclusive practices that draw on students’ cultural, linguistic, and community backgrounds and develop skills to support a wide range of learners, including English learners, advanced learners, and students with learning disabilities such as dyslexia.

Prerequisite: Multiple Subject-EDUU 510, EDUU 511, EDUU 512, EDMU 520; Single Subject-EDUU 510, EDUU 511, EDUU 512, EDSU 532; Ed Specialist-EDUU 510, EDUU 511, EDMU 520, EDUU 516; MMSN and ESN in 2025-2026 catalog year and forward-EDUU 511, 512, EDMU 520, and EDSP 541.

**Exceptions will be determined on an individual basis and only when approved by Program Leadership. This course explores the paradigm shifts that have shaped teaching methodologies over time. Candidates will examine the evolving roles of technology, teaching practices, and policies and identify systemic dilemmas and opportunities in global, national, and local landscapes of education. The course investigates the learner-centered education paradigm including empowered learning, personalized learning, and authentic learning opportunities. Candidates aspire to become change agents by developing a strategic plan that aligns with current educational trends and paradigms.