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Course Criteria
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2.00 - 3.00 Credits
This course examines all aspects of teaching English learners in k-12 schools. It studies school-based programs designed to meet the needs of English Language Learners including programs for English language development (ELD). These programs are presented in the context of state and federal legislative mandates pertaining to the education of English learners. Candidates will learn and effectively use materials, methods and strategies for assessing a student's English proficiency level and providing instruction that leads to grade-level listening, speaking, reading and writing English skills. Special attention is given to SDAIE strategies and classroom management to make content area curricula accessible to English learners. Additionally, the course introduces first and second language acquisition, the connection between first language literacy and second language development and the psychological and socio-cultural factors that impact these processes.
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2.00 Credits
(2 units) Course provides students knowledge and skills needed to utilize and integrate technology into classroom instruction to support the teaching and learning of diverse student populations. Focuses on appropriate use of software applications and media to access and evaluate information, analyze and solve problems and communicate ideas.
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2.00 - 3.00 Credits
This course provides candidates with multiple opportunities for observing, tutoring, guiding individual and small group work and carrying out instruction at diverse elementary school sites.
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3.00 - 12.00 Credits
Opportunity for candidates to integrate, apply and refine the many competencies acquired throughout the program. Candidates assume the responsibilities of classroom teacher and are under direct responsibility of experienced and effective master teachers and University supervisors. University supervisors provide continuing support through regular visitations and seminars. Each candidate completes assignments at two levels in culturally diverse school settings. The goal of student teaching is to prepare candidates for successful full-time teaching.
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6.00 Credits
The primary object of this two-semester course is to provide Teacher Intern Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the classroom. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation course in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their Intern Teaching site school. Professional guidance and support in each Candidate's employment by a local district as an Intern Teacher will be provided during the two enrolled semesters by: ? A university field supervisor, and ? A university seminar instructor. The Teacher Intern Candidate is, of course, the most important member of this support and advancement team. University supervisors provide continuing support through regular visitation and seminars. Each Candidate must complete two semesters (EDU 5095 and EDU 5096) at their school district employed placement in a collaborative supervisory program between the university and local school district. The goal is to advise, support and prepare Candidates for successful teaching throughout their career.
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6.00 Credits
The primary object of this two-semester course is to provide Teacher Intern Candidates with an enriched and comprehensive opportunity to observe, develop, refine, and demonstrate the competencies and expectations necessary for effective instruction in the classroom. The aim of all field service in the Teacher Credentialing Program is to help Candidates become effective, reflective professionals by applying the theories and methods learned in university preparation course in real classroom settings. During two semesters, Candidates will be required to observe, teach, participate, and evaluate in a variety of situations in their Intern Teaching site school. Professional guidance and support in each Candidate's employment by a local district as an Intern Teacher will be provided during the two enrolled semesters by: ? A university field supervisor, and ? A university seminar instructor. The Teacher Intern Candidate is, of course, the most important member of this support and advancement team. University supervisors provide continuing support through regular visitation and seminars. Each Candidate must complete two semesters (EDU 5095 and EDU 5096) at their school district employed placement in a collaborative supervisory program between the university and local school district. The goal is to advise, support and prepare Candidates for successful teaching throughout their career.
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6.00 Credits
(6 units) This clinical field course series is designed for the Intern Teacher who has been admitted to the Program's Early Completion Option. The primary objective of the two-semester course series is to provide Teacher Intern Candidates with an enriched and comprehensive opportunity to observe, develop, refine and demonstrate the capacities, competencies and expectations necessary for effective instruction in the classroom. The aim of all clinical field service in the Teacher Credentialing Program is to help Candidates become reflective, effective professionals by applying theories and methods in real classroom settings. Professional mentorship, guidance and coaching will be provided to each Candidate by a university field supervisor. Candidate knowledge and capacity will be enriched by required seminars and colloquiums. The comprehensive goal is to advise, support and prepare Candidates for successful teaching throughout their career. EDU 6097 is a prerequisite for EDU 6098.
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6.00 Credits
(6 units) This clinical field course series is designed for the Intern Teacher who has been admitted to the Program's Early Completion Option. The primary objective of the two-semester course series is to provide Teacher Intern Candidates with an enriched and comprehensive opportunity to observe, develop, refine and demonstrate the capacities, competencies and expectations necessary for effective instruction in the classroom. The aim of all clinical field service in the Teacher Credentialing Program is to help Candidates become reflective, effective professionals by applying theories and methods in real classroom settings. Professional mentorship, guidance and coaching will be provided to each Candidate by a university field supervisor. Candidate knowledge and capacity will be enriched by required seminars and colloquiums. The comprehensive goal is to advise, support and prepare Candidates for successful teaching throughout their career.
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3.00 Credits
Theoretical models of the reading process. Approaches to reading instruction in the secondary schools. Selecting strategies for instruction and instructional materials. Study of ELD and ElA standards specific to reading development and curricular components that facilitate student access to grade level content-area curriculum. Students develop knowledge and skills needed to appropriately assess students' secondary literacy skills and provide the educational opportunities to progress to and master the ELA content standards.
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1.00 Credits
(1 unit) This course examines the California English- Language Arts standards and framework as the basis for curriculum design and long-term instructional planning in diverse classrooms.
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