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Course Criteria
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4.50 Credits
(Prerequisites: MAT 645, MAT 646) Develops the ability to assess the strengths and needs of students in reading, writing, and oracy through multiple measures. Includes classroombased formal and informal, group and individual assessment. Also emphasizes assessment-based instruction, particularly early intervention strategies using flexible grouping, small groups, and one-onone tutoring.
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4.50 Credits
(Prerequisites: MAT645, MAT646 and MAT647A) This field-experience course is the fourth course of the Reading specialization course sequence. It serves to offer the candidate the opportunity to implement research-based theory, assessment, and instructional strategies with a diverse student population. Candidates must complete a field experience requiring assessment and instruction of students, including non-readers and English Language Learners. Candidates work with English Language Learners and struggling readers at early and intermediate levels in one-on-one, small group and whole class settings. The field experience component of this course is a supervised application of theoretical concepts in a practical setting.
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4.50 Credits
The course focuses on and applies current theories, research, and strategies in language structure and use, as well as in ESL teaching and learning. Factors such as social, political, cultural, legal, psychological, and pedagogical are addressed within the context of elementary, middle and secondary schools.
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4.50 Credits
Description: Participating graduate students will complete a self-assessment and create a leadership development and assessment system, based on the needs of their professional responsibilities. Because of the requirements for self-assessment and the development of a learning plan, this should be the first course in program.
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4.50 Credits
Description: Participating graduate students will learn the principles of effective accountability and develop a comprehensive accountability plan appropriate to their professional responsibilities.
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4.50 Credits
Description: Participating graduate students will investigate prevailing research on morale and motivation and identify an action plan that is related to their professional responsibilities.
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4.50 Credits
Participating graduate students will survey the research regarding demographic influences on student achievement and create plans of action relevant to their professional responsibilities.
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4.50 Credits
In this capstone course, participating graduate students will apply their accumulated knowledge to a specific challenge of student achievement and educational equity related to their professional responsibilities. This is an individualize course that will be co-designed by the participating graduate student and a faculty advisor.
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4.50 Credits
Covers theories and research on Best Practices in education. Best Practice research on effective schools emphasizes: classroom instructional practices, classroom management, school organization and planning, strategies for linguistically and culturally diverse students to access the core curriculum, instructional leadership, teaching environment, teaching strategies, peer assistance, peer review process and parent and community support.
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4.50 Credits
Upon completion of this course, participants will possess the knowledge, skills and abilities identified in the California Standards for the Teaching Profession. The emphasis is on developing a repertoire of Best Practice Teaching Strategies that can be applied to classroom instruction and assessment of diverse learners.
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