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Course Criteria
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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 courses 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 distract 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 6195 and EDU 6196) 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 courses 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 distract 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 6195 and EDU 6196) 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 6197 is a prerequisite for EDU 6198.
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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
Advanced communicative approach to the study of the English grammar system. Addresses issues of English syntax, verb aspect and discourse analysis. Provides opportunities for students to apply their knowledge of the English grammar system through authentic language use. Satisfies foreign language requirement for non-native English speakers only. (Undergraduate only)
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3.00 Credits
Introduction to literature and expository writing. Approaches writing through the reading of multicultural literary works written in English. Focuses on critical and analytical reading of literature and the principles of effective composition with emphasis on rhetorical patterns and the writing process. Satisfies foreign language requirement for non-native speakers of English only. (Undergraduate only)
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3.00 Credits
(3 units) Content-based approach to the development of fluent expression in English. Emphasizes research and oral presentation of ideas, summarization of main points in a discussion, interviewing skills, group participation and spontaneous communication skills. Satisfies foreign language requirement for non-native speakers of English only. (Undergraduate only)
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3.00 Credits
Theoretical paradigms and pragmatic approaches to the leadership of educational systems. Focus on leadership of the individual school. Students challenged to examine themselves as leaders as well as the environmental context for effective school leadership.
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3.00 Credits
Introductory study to statutory law and court decisions affecting school management. Overview of school finance issues with emphasis on fiscal accountability and school site budgeting.
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