MA in Teaching, Secondary Education with 2042 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 secondary strategies course builds upon the best practices and principles introduced throughout the Single Subject 2042 Credential program and focuses on 1) the fundamental challenges and responsibilities of designing, organizing, and implementing effective strategies to maximize instructional time for all students in the 12-18 age group, including English learners, gifted students and those with special needs; and 2) the implications for the creation of a positive, safe, caring classroom environment. Emphasis is placed on long-session instructional planning that is aligned with CA state frameworks and content standards and uses a variety of developmentally and ability-appropriate instructional strategies including Specially Designed Academic Instruction in English(SDAIE) and Universal Design for Learning (UDL) The development of multiple assessment measures supports all learners in reaching language and core curriculum benchmarks. A minimum of 5 hours of fieldwork is required for 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 focuses on substantive, research-based content literacy instruction that effectively prepares each candidate to design and provide instruction in reading, writing, listening and speaking, and academic language development. Aligned with state standards, this course prepares candidates to provide literacy instruction to a wide range of students including students with special needs, English learners, and advanced learners. An emphasis is placed on exploring the topic of literacy, determining range, quality, and complexity of informational texts, and learning how to implement pre, during, and post reading strategies. Candidates will also explore strategies to support their students’ language and writing development, as well as ways to effectively integrate technology in literacy instruction. The culminating assignment for the course includes designing and conducting a tutoring project that demonstrates candidate’s proficiency in diagnosing a student’s needs in reading and writing, developing and implementing a tutoring plan that addresses a student’s literacy needs . A minimum of 10 hours of fieldwork is required for this course.

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 Early Childhood Special Ed: EDUU 639, EDUU 644, EDUU 665, EDUU 666 **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.