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Course Criteria
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6.00 - 9.00 Credits
6-9 Semester Hours Full-time supervised teaching in one culturally diverse public middle or high school. Supervision by master teacher and university supervisor while working with individuals, small groups, and the entire class. Development of classroom management and teaching strategies that foster acadecmic achievement in all content areas for all students. Attendance at weekly seminar is required. Credit/No Credit. Special approval required.
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3.00 - 9.00 Credits
3-9 Semester Hours Teaching experience with culturally and linguistically diverse students with Mild/ Moderate disabilities. Seminar required. Lab fee required. Credit/No Credit. Special approval required.
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1.00 Credits
2 Semester Hours This course, offered in a seminar format, is designed to enhance the fi eld experiences of teacher practitioners/interns through refl ective discussions that evolve around events in content classes and fi eld experiences, supervised teaching, and collaboration between the candidates, university personnel and the mentor teacher. The course is designed around the needs of the candidates and meets on a weekly basis. Interns and Teacher Practitioners only. Special approval required.
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2.00 Credits
1 Semester Hour This course is a continuation of Fieldwork 1. Credit/No Credit. Interns and Teacher Practioners only. Special approval required. Prerequisite: EDUC/EDCE 5981.
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3.00 Credits
1 Semester Hour This course is a continuation of Fieldwork 2. Credit/No Credit. Interns and Teacher Practioners only. Special approval required. Prerequisites: EDUC/EDCE 5981 and 5982.
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4.00 Credits
2 Semester Hours This course is a continuation of Fieldwork 3, offered in a seminar format, is designed to enhance the fi eld experiences of teacher practitioners/interns through refl ective discussions that evolve around events in content classes and fi eld experiences, supervised teaching, and collaboration between the candidates, university personnel and the mentor teacher. The course is designed around the needs of the candidates and meets on a weekly basis. Credit/No Credit. Interns and Teacher Practioners only. Special approval required. Prerequisites: EDUC/EDCE 5981, 5982, and 5983.
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1.00 Credits
1 Semester Hour This is a fi eld experience course that supports a group of Professional 2042 Clear candidates within the following framework: the candidate will meet weekly with a University Support Provider who will guide the candidate through the individual induction plan process. This process includes individual assessment, observations, conversations, portfolio development and support in the areas designated by the individual induction plan. A small goup will meet four times during the semester with the University Support Provider. These meetings are in addition to any feedback sessions that are held between the University Support Provider and candidate. The fi fth year University Support Providers will be in contact with the professors who teach the integrated advanced course work to support the collaboration model. Candidates are required to demonstrate competency in the area of the California Standards for the Teacher Profession (CSTP) related to the integrated courses they are currently attending. In order for candidates to receive credit in this course, they must demonstrate competency in the CSTPs and Professional 2042 Clear standards through a portfolio presentation. Credit/No Credit.
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1.00 Credits
1 Semester Hour This is the continuation of EDUC/EDCE 6965, a course that supports a group of Professional 2042 Clear candidates within the following framework: the candidate will meet weekly with a University Support Provider who will guide the candidate through the individual induction plan process. This process includes individual assessment, observations, conversations, portfolio develop-ment and support in the areas designated by the individual induction plan. A small goup will meet four times during the semester with the University Support Provider. These meetings are in addition to any feedback sessions that are held between the University Support Provider and candidate. The fi fth year University Support Providers will be in contact with the professors who teach the integrated advanced course work to support the collaboration model. Candidates are required to demonstrate competency in the area of the California Standards for the Teacher Profession (CSTP) related to the integrated courses they are currently attending. In order for candidates to receive credit in this course, they must demonstrate competency in the CSTPs and Professional 2042 Clear standards through a portfolio presentation. Credit/No Credit. Prerequisite: EDUC/EDCE 6965.
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3.00 Credits
3 Semester Hours A study of the learning environment, the evaluation of learning, and the teaching/learning process. An analysis of the physical, intellectual, emotional, cultural, and ethnic factors affecting development, learning, and behavior. This course is a prerequisite for acceptance into the Multiple and Single Subject Credential Program. Emphasis is placed on implications for teaching and learning in the primary, elementary, middle, and senior high schools. Fieldwork is required. Sophomore or higher standing required.
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3.00 Credits
3 Semester Hours This course is designed to provide opportunities for prospective teachers to develop their understanding and ability to teach reading/language arts to all students in the elementary grades. Particular emphasis will be placed on strategies which will accommodate culturally and linguistically diverse learners. Consideration is given to the procedures, skills development, organizations, systems of instruction, and instructional materials utilized in the development of an effective balanced and integrated approach to the teaching of reading/ language arts instruction in the elementary school that supports literacy development. This course meets the requirements of section 44755 of the California Education Code. This course will be preparation for the RICA (Reading Instruction Competency Assessment) based on the following reading domains: Domain I Organizing Reading Instruction Based on Ongoing Assessment Domain II Phonological and other Linguistic Processes Related to Reading Domain III Developing Reading Comprehension and Promoting Independent Reading Domain IV Supporting Reading through Oral and Written Language Special approval required.
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