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EDU62380 - Clinical Practice III: Assessment(1.5 units)
This course provides practical experience with the implementation and analysis of formative assessments and summative evaluations to monitor and adjust student learning. You will learn how to establish measurable objectives, create assessments, and develop learning tasks and materials based on pre-assessment strategies, knowledge of students, and effective application of backwards design principles. How to provide timely feedback to students based on their performance in meeting or not meeting the measurable objectives will be examined. Through a whole class analysis of summative evaluation, you will identify trends to offer appropriate supports and modified instruction to meet the needs of your students.
Clinical Practice field experience hours must be earned, logged, and obtained during the current term of enrollment of the Clinical Practice course.
Student Teacher candidates must be assigned a Master Teacher with a valid, clear credential (in the same subject or disability area in which the candidate is seeking) as well as a minimum of 3 years of teaching experience.
Prerequisites: EDU62120A or EDU62120B, EDU62370 or EDU62470
Co-requisite: EDU62630
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EDU62390 - Clinical Practice IV: Reflection and Professional Responsibility(2.5 units)
The goal of this course is to engage in reflection of your role as a professional educator. You will analyze and evaluate your skills in planning, instruction, and assessment by applying the Understanding by Design (UbD) Framework. You will continue to analyze formative and summative data and modify instruction to improve student potential in meeting state standards. Throughout this course, you will identify and revise artifacts that demonstrate your levels of proficiency at meeting your state’s teaching standards for your Individual Development Plan (IDP) Portfolio.
Clinical Practice field experience hours must be earned, logged, and obtained during the current term of enrollment of the Clinical Practice course. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Education Specialist will be required to complete the TPA with the new implementation of the Mild/Moderate Ed Specialist Standards in 2022/2023.
Clinical Practice field experience hours must be earned, logged, and obtained during the current term of enrollment of the Clinical Practice course.
Student Teacher candidates must be assigned a Master Teacher with a valid, clear credential (in the same subject or disability area in which the candidate is seeking) as well as a minimum of 3 years of teaching experience.
Prerequisites: EDU62630, EDU62380 or EDU62480
Co-requisite: EDU62050
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EDU62460 - Clinical Practice I: Planning(1.5 units)
This course provides an introductory overview of planning and instruction, focusing on the key elements for effective instructional design using a student-centered approach. You will identify how lessons are designed and reflect how your state’s professional teaching standards are incorporated in your lessons. You will be introduced to the evidence-based practice of backwards design principles and will use the evidence from your coursework to develop lesson plans by applying culturally responsive teaching practices to create effective learning goals, differentiated instruction and UDL principles, develop learning tasks that are connected to real world applications, and give students the opportunity to develop their language skills to deepen content understanding. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Education Specialist will be required to complete the TPA with the new implementation of the Mild/Moderate Ed Specialist Standards in 2022/2023. Intern and ECO candidates must be assigned a District Support Provider with a valid, clear credential (in the same subject or disability area in which the candidate is seeking) as well as a minimum of 3 years of teaching experience.
Clinical Practice field experience hours must be earned, logged, and obtained during the current term of enrollment of the Clinical Practice course.
Intern and ECO candidates must be assigned a District Support Provider with a valid, clear credential (in the same subject or disability area in which the candidate is seeking) as well as a minimum of 3 years of teaching experience.
Prerequisites: EDU62030, EDU62040A or EDU62040B
Co-requisite: EDU62350 or EDU62280
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EDU62470 - Clinical Practice II: Teaching and Learning(1.5 units)
This course provides an introductory overview of teaching and learning, focusing on the key elements for effective instruction using a student-centered approach. You will identify how lessons can be analyzed for evidence of student learning and growth and reflect on how your state’s professional teaching standards are incorporated in your lessons. You will use the evidence from your coursework to develop lesson plans by applying reflective teaching practices to create effective instructional activities and learning tasks that are connected to real world applications, and give students the opportunity to develop their skills to deepen content understanding. Candidates on the Intern Teacher Track must have a valid Intern Credential and are operating as a contracted Teacher-of-Record (TOR). Intern & ECO candidates must be assigned a credentialed District Support Provider (in their field of study) by their employer.The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Education Specialist will be required to complete the TPA with the new implementation of the Mild/Moderate Ed Specialist Standards in 2022/2023.
Clinical Practice field experience hours must be earned, logged, and obtained during the current term of enrollment of the Clinical Practice course.
Intern and ECO candidates must be assigned a District Support Provider with a valid, clear credential (in the same subject or disability area in which the candidate is seeking) as well as a minimum of 3 years of teaching experience.
Prerequisites: EDU62350 or EDU62280, EDU62360 or EDU62460
Co-requisite: EDU62120A or EDU62120B
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EDU62480 - Clinical Practice III: Assessment(1.5 units)
This course provides practical experience with the implementation and analysis of formative assessments and summative evaluations to monitor and adjust student learning. You will learn how to establish measurable objectives, create assessments, and develop learning tasks and materials based on pre-assessment strategies, knowledge of students, and effective application of backwards design principles. How to provide timely feedback to students based on their performance in meeting or not meeting the measurable objectives will be examined. Through a whole class analysis of summative evaluation, you will identify trends to offer appropriate supports and modified instruction to meet the needs of your students. Candidates on the Intern Teacher Track must have a valid Intern Credential and are operating as a contracted Teacher-of-Record (TOR). Intern & ECO candidates must be assigned a credentialed District Support Provider (in their field of study) by their employer. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Education Specialist will be required to complete the TPA with the new implementation of the Mild/Moderate Ed Specialist Standards in 2022/2023.
Clinical Practice field experience hours must be earned, logged, and obtained during the current term of enrollment of the Clinical Practice course.
Intern and ECO candidates must be assigned a District Support Provider with a valid, clear credential (in the same subject or disability area in which the candidate is seeking) as well as a minimum of 3 years of teaching experience.
Prerequisites: EDU62120A or EDU62120B, EDU62370 or EDU62470
Co-requisite: EDU62630
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EDU62490 - Clinical Practice IV: Reflection and Professional Responsibility(1.5 units)
The goal of this course is to engage in reflection of your role as a professional educator. You will analyze and evaluate your skills in planning, instruction, and assessment by applying the Understanding by Design (UbD) Framework. You will continue to analyze formative and summative data and modify instruction to improve student potential in meeting state standards. Throughout this course, you will identify and revise artifacts that demonstrate your levels of proficiency at meeting your state’s teaching standards for your Individual Development Plan (IDP) Portfolio. Candidates on the Intern Teacher Track must have a valid Intern Credential and are operating as a contracted Teacher-of-Record (TOR). Intern & ECO candidates must be assigned a credentialed District Support Provider (in their field of study) by their employer.
The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Education Specialist will be required to complete the TPA with the new implementation of the Mild/Moderate Ed Specialist Standards in 2022/2023.
Clinical Practice field experience hours must be earned, logged, and obtained during the current term of enrollment of the Clinical Practice course.
Intern and ECO candidates must be assigned a District Support Provider with a valid, clear credential (in the same subject or disability area in which the candidate is seeking) as well as a minimum of 3 years of teaching experience.
Prerequisites: EDU62630, EDU62380 or EDU62480
Co-requisite: EDU62050
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EDU62560 - Clinical Practice I: Planning(1.5 units)
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EDU62570 - Clinical Practice II: Teaching and Learning(1.5 units)
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EDU62580 - Clinical Practice III: Assessment(1.5 units)
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EDU62590 - Clinical Practice IV: Reflection and Professional Responsibility(1.5 units)
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EDU62630 - Content Knowledge and Instructional Practice III: Teaching English Learners(3 units)
This course examines all aspects of teaching English Language Learners in K-12 schools. School based Language Arts programs as well as all core content areas are examined in the context of state and federal legislative mandates pertaining to the education and access of English Language Learners. You will understand the instructional needs of ELs and learn about effective use of materials, methods, and strategies for assessing a student’s English proficiency level and use this knowledge to provide targeted instruction that leads to supporting access to grade-level English listening, speaking, reading, and writing skills. You will learn the difference between Designated and Integrated ELD and incorporating Language Standards into cross-content curricular areas. Your state’s most current English Language Development Standards will become the central point for lesson planning for your EL students.
Prerequisites: EDU62120A or EDU62120B, EDU62370 or EDU62470
Co-requisite: EDU62380 or EDU62480
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EDU62990 - Clinical Practice Extension(0 units)
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EDU68120 - Introduction to Special Education: Mild/Moderate Disabilities(3 units)
This course examines the characteristics and adaptations for students with mild/moderate disabilities, ED, and autism spectrum disorder, SLD, mild/moderate mental retardation, and other health impairments. This course is rooted in a clear understanding and active participation in the IEP, IFSP, and transition planning process from pre-referral interventions and assessments, placement decisions, IEP development, through program completion.
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EDU68130A - Curriculum and Instruction for Students with Mild/Moderate Disabilities(3 units)
This course teaches effective strategies to teach students who struggle with reading to overcome their challenges and become effective readers.
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EDU68130B - Curriculum and Instruction for Students with Mild/Moderate Disabilities(3 units)
This course teaches effective instructional strategies to address challenges posed by learning disabilities as they impact mathematics, differentiated instruction to address the learning needs of all students, and therapeutic brain-based strategies to improve student learning.
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EDU68150 - Assessment and Evaluation for Mild/Moderate Disabilities(3 units)
This course teaches effective instructional strategies to address challenges posed by learning disabilities as they impact mathematics, differentiated instruction to address the learning needs of all students, and therapeutic brain-based strategies to improve student learning.
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EDU68160 - Positive Behavior Support(3 units)
This course prepares the students to demonstrate competence in establishing and maintaining an educational environment that is free from coercion and punishment and wherein interventions are positive, proactive, and respectful of all students. The course curriculum prepares candidates to demonstrate the ability to design and implement positive behavioral support plans and interventions based on functional behavior assessments. This course also prepares students to demonstrate competence in establishing and maintaining a positive and productive educational environment. In addition, this course prepares students to participate effectively in school wide behavior support processes cornerstone of this course.
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EDU68180A - Collaborative Field Mentoring(3 units)
This course is an 8-week field experience course that requires the candidate to be a contracted teacher-of-record (TOR) in a Mild/ Moderate or Moderate Severe Special Education position. The candidate is provided two veteran Special Education teachers (a university mentor and a district-employed support provider) to mentor and coach her in demonstrating “best-practices” in her role as a Special Educator.
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EDU68180B - Collaborative Field Mentoring(3 units)
This course is an 8-week field experience course that requires the candidate to be a contracted teacher-of-record (TOR) in a Mild/ Moderate or Moderate Severe Special Education position. The candidate is provided two veteran Special Education teachers (a university mentor and a district-employed support provider) to mentor and coach her in demonstrating “best-practices” in her role as a Special Educator.
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EDU68200A - Advanced Research, Theory and Assessment(3 units)
This course assures the Candidate’s competency in analysis of standardized and informal assessment and related planning and IEP development for special needs students. The course incorporates the latest research in multicultural considerations, ELL considerations, poverty consideration as well as federal and state guidelines and state and LEA capacity to support programming. Various methods of research in special education are discussed as well as current research findings and implication for best practices. Legislative processes in state and federal educational code are analyzed with consideration of recent legislated acts impacting special education.
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EDU68210A - Education, Mental Health, and Community Collaboration(3 units)
This course develops your ability to plan and differentiate instruction using multi-tiered interventions. You will become familiar with standards aligned instructional materials to ensure students reach their maximum potential across all areas of development. Behavioral based teaching, communication strategies, learning styles and working with assistive technology will be addressed. You will gain competency working with team members and prompting culturally responsive practices. All strategies will be related back to core goals and curriculum to ensure your ability to integrate acquired knowledge into day-to-day practice.
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EDU68280 - Single Subject Methods(3 units)
Single Subject Methods explores the concerns common to secondary instruction: instructional planning, data-based assessment, differentiated instruction, and current reforms. It also provides an overview of the California Commission on Teacher Credentialing (CCTC) requirements for the candidates who are pursuing a California Single Subject Teaching Credential or teachers who hold a California Multiple Subjects Teaching Credential and wish to obtain the Single Subject add-on Teaching Credential without completing the full Teacher Preparation program. The Candidates will apply the California State Framework in their content areas as well as the Common Core State Standards (CCSS) to design exceptional learning environments. Candidates in each subject area will complete projects relevant to their subject.
The purpose of this course is to advance the Candidates’ development in their specific content area, develop of a repertoire of teaching strategies appropriate to the developmental characteristics and learning styles of their students, as well as increase Candidates’ abilities in teaching diverse students and students with specials needs. Candidates will construct a unit of instruction to demonstrate blended-learning principles of personalized learning and balance online and classroom-based experiences. The Candidates will focus on the integration of technological resources specific to their content areas.
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EDU68300 - Introduction to Autism Spectrum Disorders(2 units)
This course provides a broad overview of the characteristics of Autism Spectrum Disorders, and classroom treatments and therapeutic interventions to address the Language/Communication, Social, Behavioral, and Cognitive challenges faced by people with ASDs.
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EDU68310 - Advanced Strategies for Teaching Students with Autism Spectrum Disorders(2 units)
This course thoroughly and comprehensively covers the characteristics of Autism Spectrum Disorders, and classroom treatments and therapeutic interventions to address the Language/Communication, Social, Behavioral, and Cognitive challenges faced by people with ASDs. This course also examines collaboration practices with other service providers and strengthening the parent-to-school relationship.
Prerequisites: EDU68300
Co-requisite: EDU68300
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EDU68320 - Assessment, Behavior, and Socialization for Students with Autism Spectrum Disorders(2 units)
This course thoroughly covers the research-based strategies, classroom treatments, and therapeutic interventions to address the language and communication, social, emotional, behavioral, cognitive challenges, and academic needs of students with Autism Spectrum Disorders. This course requires 45 hours of experience working with students with Autism Spectrum Disorders with signed verification of completed hours from a School District Administrator. Concepts from other courses within the Autism program are applied in this Practicum course. Candidates will conduct interviews with other service providers and parents. Moreover, this course builds on the substantial body of knowledge that the students learned in the first two courses EDU68300 and EDU68310 , and applies that knowledge to the candidate’s professional practice. Candidates interview speech and language therapists, adapted physical education teachers, program specialists, director of special education, general education teachers, occupational therapists, and parents with children who have a child with an Autism Spectrum Disorder to gain knowledge of the programs, services, and methods their employing school district is addressing the needs of students with an ASD.
Prerequisites: EDU68300, EDU68310
Co-requisite: EDU68300, EDU68310
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EDU68340 - Autism Collaborative Mentoring and Seminar(2 units)
This course is the culminating course for the Autism Spectrum Disorders Added Authorization program and results in a 30-40 page research and professional practices paper that summarizes and synthesizes the best practices learned in the EDU68300 and EDU68310 to address the language/communication challenges, social and emotional challenges, behavioral challenges, academic challenges, and cognitive challenges often faced by people with an Autism Spectrum Disorder. The teacher also learns the designated instructional services offered by their employing school district for students with an Autism Spectrum Disorder in the third course of this series (EDU68320 ). The research-based best practices and the best practices of the teacher’s employing school district are summarized and synthesized in a comprehensive culminating paper in this final course of this four-course series.
Prerequisites: EDU68300, EDU68310, EDU68320
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EDU68340B - Autism Spectrum Disorders(2 units)
This course provides a broad and deep knowledge of the best research-based practices to address the various needs and challenges of students with Autism Spectrum Disorders. In depth study of the therapeutic treatment of students with Autism is presented.
Prerequisites: EDU68340
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EDU68350 - Autism Practicum(2 units)
This course requires the student to work with students with Autism Spectrum Disorders for at least 45 hours. Students will interview special education teachers, general education teachers, adapted physical education teachers, director of special education, program specialist, occupational therapists, and speech and language therapist to learn the programs and services offered by his/ her school, district, and SELPA.
Prerequisites: EDU68340, EDU68340B
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EDU68350B - Research Paper/Portfolio(3 units)
This course combines the best practices studied in EDU68340B with the professional practices used by the students school, district, and SELPA to produce a comprehensive professional portfolio and research paper to demonstrate a thorough knowledge of the characteristics of Autism, therapeutic interventions, and collaborative practices among families and service providers.
Prerequisites: EDU68340, EDU68340B, EDU68350
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EDU68620 - Teaching the English Language and Diverse Learner in the Special Education Setting(3 units)
This course prepares students to demonstrate competence in establishing and maintaining an educational environment that is free from coercion and punishment and wherein interventions are positive, proactive, and respectful of all students. The course curriculum prepares students to demonstrate the ability to design and implement positive behavioral support plans and interventions based on functional behavior assessments. This course also prepares students to demonstrate competence in establishing and maintaining a positive and productive educational environment. In addition, this course prepares students to participate effectively in school wide behavior support processes cornerstone of this course.
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EDU68850A - Clinical Practice I: K-12 Special Education (Intern Teachers)(1.5 units)
Candidates on the Intern Teacher Track have earned an Intern Credential and are operating as a contracted Teacher-of-Record (TOR). Intern Teachers have support through a University Mentor and a District-employed Support Provider. However, unlike student teachers, Intern teachers predominantly teach their classes alone without a day-to-day veteran coach to mentor them. Also, Intern Teachers must immediately take over all the functions and duties of a contracted teacher-of-record.
The required hours for classroom field experience is fulfilled as part of the Intern Teachers employment contract, except the Intern teacher must complete an additional combined 15 hours of experience in Clinical Practice I and II in diverse classroom age groups. For example, if the Intern Teacher is a teacher-of-record at the high school level, then she must complete 7.5 observational hours in Clinical Practice I at the elementary level and 7.5 observational hours at the middle school level in Clinical Practice II.
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EDU68850B - Clinical Practice II: K-12 Special Education (Intern Teachers)(1.5 units)
Candidates on the Intern Teacher Track have earned an Intern Credential and are operating as a contracted Teacher-of-Record (TOR). Intern Teachers have support through a University Mentor and a District-employed Support Provider. However, unlike student teachers, Intern teachers predominantly teach their classes alone without a day-to-day veteran coach to mentor them. Also, Intern Teachers must immediately take over all the functions and duties of a contracted teacher-of-record.
The required hours for classroom field experience is fulfilled as part of the Intern Teachers employment contract, except the Intern teacher must complete an additional combined 15 hours of experience in Clinical Practice I and II in diverse classroom age groups. For example, if the Intern Teacher is a teacher-of-record at the high school level, then she must complete 7.5 observational hours in Clinical Practice I at the elementary level and 7.5 observational hours at the middle school level in Clinical Practice II.
Prerequisites: EDU68850A
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EDU68880A - Clinical Practice III: K-12 Special Education (Student Teachers)(1.5 units)
Student Teachers are placed in K-12 classrooms and are assigned a veteran, successful Special Education teacher who serves as their District-employed Support Provider and mentors the Student Teacher in all the day-to-day functions of being a Special Education teacher. The process of learning is gradual with the student teacher by first observing, then teaching one-to-one, next small groups, then the entire class for part of the day, and eventually the student teacher will be taking over all of the day-to-day duties of a contracted teacher-of-record. Candidates should plan on completely devoting themselves during this time to be successful in their student teaching. Candidates are to remain in their Clinical Practice placement throughout the entire contracted hours of employment established by their employment contract for the employed teachers in the school.
Prerequisites: EDU68910A, EDU68910B
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EDU68880B - Clinical Practice IV: Reflection and Professional Responsibility(1.5 units)
The goal of this course is to identify your state’s specific Mild/Moderate Special Education professional teaching standards, identify the special educator’s roles and responsibilities in multiple learning environments, educational law, policies and procedures and the ability to prepare and conduct an Individual Plans and supports for qualifying students. Candidates will apply appropriate instructional strategies, accommodations, and modifications, and demonstrate co-planning, co-teaching models and teaching methods to support diverse learners in a variety of inclusive learning environments. Candidates will continue to analyze formative and summative data and modify instruction to improve student potential in meeting academic, social, and emotional standards, objectives/goals.
The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Education Specialist will be required to complete the TPA with the new implementation of the Mild/Moderate Ed Specialist Standards in 2022/2023.
Clinical Practice field experience hours must be earned, logged, and obtained during the current term of enrollment of the Clinical Practice course.
Prerequisites: EDU62630, EDU62380 or EDU62480
Co-requisite: EDU62050
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EDU68900A - Clinical Practice III: K-12 Special Education (Intern Teachers)(1.5 units)
Candidates on the Intern Teacher Track have earned an Intern Credential and are operating as a contracted Teacher-of-Record (TOR). Intern Teachers have support through a University Mentor and a District-employed Support Provider. However, unlike student teachers, Intern teachers predominantly teach their classes alone without a day-to-day veteran coach to mentor them. Also, Intern Teachers must immediately take over all the functions and duties of a contracted teacher-of-record.
Prerequisites: EDU68850A, EDU68850B
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EDU68900B - Clinical Practice IV: Reflection and Professional Responsibility(1.5 units)
The goal of this course is to identify your state’s specific Mild/Moderate Special Education professional teaching standards, identify the special educator’s roles and responsibilities in multiple learning environments, educational law, policies and procedures and the ability to prepare and conduct an Individual Plans and supports for qualifying students. Candidates will apply appropriate instructional strategies, accommodations, and modifications, and demonstrate co-planning, co-teaching models and teaching methods to support diverse learners in a variety of inclusive learning environments. Candidates will continue to analyze formative and summative data and modify instruction to improve student potential in meeting academic, social, and emotional standards, objectives/goals. Throughout this course, you will identify and revise artifacts that demonstrate your levels of proficiency at meeting your state’s teaching standards for your Individual Development Plan (IDP) Portfolio.
Candidates on the Intern Teacher Track must have a valid Intern Credential and are operating as a contracted Teacher-of-Record (TOR). Intern candidates must be assigned a credentialed District Support Provider (in their field of study) by their employer.
The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Education Specialist will be required to complete the TPA with the new implementation of the Mild/Moderate Ed Specialist Standards in 2022/2023.
Clinical Practice field experience hours must be earned, logged, and obtained during the current term of enrollment of the Clinical Practice course.
Prerequisites: EDU62630, EDU62380 or EDU62480
Co-requisite: EDU62050
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EDU68910A - Clinical Practice I: K-12 Special Education (Student Teachers)(1.5 units)
This course links the theory and research for effective instruction to the live classroom. Candidates must devote 60 hours of K-12 classroom observations and requires observation reports.
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EDU68910B - Clinical Practice II: K-12 Special Education (Student Teachers)(1.5 units)
This course links the theory and research for effective instruction to the live classroom. Candidates must devote 60 hours of K-12 classroom observations and requires observation reports. Half of the observation hours can be substituted from work as an instructional aide or substitute teacher.
Prerequisites: EDU68910A
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EDU76150 - Special Education Law(3 units)
Special Education Law is a course that provides a thorough and complete overview of the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, Section 504 of the Rehabilitation Act, and landmark Special Education case law.
Students learn the six basic principles of Special Education legislation including “Free and Appropriate Public Education” (FAPE), “Nondiscriminatory Evaluation”, “Program Development”, “Least Restrictive Environment” (LRE), “Procedural Due Process”, and “Parent Participation”. Moreover, students learn the difference between a 504 Plan and an IEP. Additionally, students study landmark case law and federal regulations issued by the United States Department of Education to interpret federal legislation.
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EDU76250 - Issues in Education(3 units)
Issues in Education is a course that teaches logical reasoning and fallacious argumentation to improve critical and analytical thinking skills. Students apply their formal study of logical to current issues in the field of Education and write a series of persuasive, academic papers that is corroborated by research to support their position. Moreover, they demonstrate creative thinking skills by suggesting solutions to the challenges of today’s schools.
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EIL10020 - Advanced Oral Communications(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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ELM78100 - Educational Leadership(3 units)
This course is designed to examine and analyze theories of leadership, organizational behavior, decision making, and the role of the leader within the context of educational organizations. Comparisons of management and leadership styles and its relationship to effective schools will be explored. The course will investigate the role of the leader in various contexts and analyze approaches to issues such as decentralization, the change process, shared governance, decision making, school climate and culture, program improvement, and student rights. This course also includes the study of political, social, and economic forces affecting public school systems. Federal, state, and county mandates and policies related to funding requirements, court decisions, and other influences are discussed. The organization administration and control of local school districts including school boards, administrators, unions, professional organizations, and pressure groups are given thorough attention. Concepts of authority, power, and influence will be examined.
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ELM78200 - School Law and Ethics(3 units)
This course integrates the study of legal and financial frameworks as each framework interacts with political processes and policy-making, including philosophical influences and political jurisdictions affecting educational policies and practices, influence of legal aspects to educational control, political and sociological aspects to educational control, political and sociological forces directly and indirectly affecting school practices, and theory of individual and group dynamics in achieving compromise, consensus, and coalitions to achieve educational goals. This course introduces students to federal and state laws and court cases that regulate public education operations and financing in California. The course focuses on current issues facing educators including the interaction between law, politics, and public education.
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ELM78300 - Management of Human Resources(3 units)
Students examine: 1) the role of the site administrator in personnel management, 2) recruitment, selection, induction, and retention of employees, 3) evaluation of certificated and classified staff, 4) collective bargaining, 5) employee discipline, and 6) collaborative development of new policies and practices.
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ELM78400 - Instructional Leadership for Student Learning(3 units)
The course is focused on theoretical paradigms and pragmatic approaches to the leadership of educational systems. The course provides opportunities for the candidate to: 1) examine, practice and model a personal code of ethics, including protecting the rights and confidentiality of students, staff and families, 2) practice professional leadership capacity, including shared decision-mala.ng, problem solving and conflict management and foster those skills in others, 3) examine site and district responsibilities with regard to students with special needs, 4) develop the ability to effectively act as a spokesperson for the school to the extended school community, 5) model personal and professional ethics, integrity, justice and fairness and receive feedback from the program and peers, 6) reflect on personal leadership beliefs and practices and recognize their impact and influence on the performance of others, and 7) develop mechanisms for sustaining personal motivation, commitment, energy, and health by learning to balance professional and personal responsibilities. Candidates are introduced to practices for developing communities of practice, strengthening partnerships, and establishing opportunities for collaboration with families and other stakeholders.
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ELM78500 - School, Family and Community Relations(3 units)
The course is focused on preparing students to be educational leaders who will encourage a more inclusive and responsive school system that serves all students efficiently and equitably, and who demonstrate an understanding of the importance of building relationships with families and communities. Focus on new ways of linking school and home in a culturally diverse community. Identification and cultivation of community resources that strengthen multicultural relationships. Examination of homeschool partnerships and other models for linking homes, schools and communities.
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ELM78600 - Assessment and Accountability(3 units)
The course provides an opportunity for the candidate to learn how to select, monitor, analyze and evaluate data to improve student learning. The coursework focuses on the implementation of state adopted academic content standards, frameworks and instructional materials as well as assessment and accountability systems. In the course, candidates develop an assessment and accountability plan for their school.
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ELM78700 - School Finance and Plant Operations(3 units)
In this course Candidates explore the organization and management of financial and business operations, funding sources and problems affecting financing at State and local levels, business office operations, budget preparation, financial management strategies and control, and facility construction projects. This course introduces students to federal and state laws and court cases that regulate public education operations and financing in California.
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ELM79910A - Research Seminar & Field Experience(3 units)
The Research Seminar will engage candidates in professional communities that promote opportunities for leading administrators and practitioners in the field of educational administration to share space further allowing for collaborative exchange and appropriate mentoring creating a foundation for candidates to learn the skills necessary for becoming future leaders.
The Field Experience will engage candidates in relevant field experiences at their own school site as they develop an action research plan. Partners will facilitate opportunities to promote communities of practice and establish productive, working relationships to promote student success. Candidates will collect and analyze data on student performance, school culture, and demographics guided by the CalAPA Standards and their action research projects. Coaches will guide the cognitive rhetoric for effectively facilitating the analysis and revisions of existing curriculum, content standards, and pedagogical strategies.
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ELM79910B - Research Seminar & Field Experience(3 units)
The Research Seminar will engage candidates in professional communities that promote opportunities for leading administrators and practitioners in the field of educational administration to share space further allowing for collaborative exchange and appropriate mentoring creating a foundation for candidates to learn the skills necessary for becoming future leaders.
The Field Experience will engage candidates in relevant field experiences at their own school site as they develop an action research plan. Partners will facilitate opportunities to promote communities of practice and establish productive, working relationships to promote student success. Candidates will collect and analyze data on student performance, school culture, and demographics guided by the CalAPA Standards and their action research projects. Coaches will guide the cognitive rhetoric for effectively facilitating the analysis and revisions of existing curriculum, content standards, and pedagogical strategies.
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ELM79910C - Research Seminar & Field Experience(3 units)
The Research Seminar will engage candidates in professional communities that promote opportunities for leading administrators and practitioners in the field of educational administration to share space further allowing for collaborative exchange and appropriate mentoring creating a foundation for candidates to learn the skills necessary for becoming future leaders.
The Field Experience will engage candidates in relevant field experiences at their own school site as they develop an action research plan. Partners will facilitate opportunities to promote communities of practice and establish productive, working relationships to promote student success. Candidates will collect and analyze data on student performance, school culture, and demographics guided by the CalAPA Standards and their action research projects. Coaches will guide the cognitive rhetoric for effectively facilitating the analysis and revisions of existing curriculum, content standards, and pedagogical strategies.
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ELM79910D - Research Seminar & Master’s Thesis(3 units)
The Master’s Thesis is an opportunity for students to complete their Master’s degree by addressing a realistic, real issue at their respective school using the skills and knowledge they have gained through their program of instruction. It is the culmination of graduate work in the program and the final product of the degree. The capstone process is an opportunity for students to examine in depth an important policy, leadership issue, or an educational problem within their school or school district with the idea of developing a real solution to that problem. Candidates will apply various research methodologies including research study planning, data collection strategies, data analysis, and presentation of findings.
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ELM81750 - Integrative Technology Systems(3 units)
This course covers the integration of technology into the curriculum and programming at the college level. The focus is on constructivist uses of technology, assistive technology, new methods of communications, technology for online instruction, training faculty, staff, and students, and emerging technologies and future trends. Technology as a research and knowledge acquisition tool is explored and applied.
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ELM82100 - Foundations in Multicultural and Global Educational Systems(3 units)
The course will explore historical antecedents of current policies and practices, facilitate in-depth exploration of the sociocultural experiences of diverse social groups, and support a critical understanding of the processes of globalization and its implications for education. As reflective and ethical decision makers committed to diversity, you will become capable of critical analysis of socio-political, legal, cultural, and educational trends, and underlying ideological foundations, to lay the foundation for your own ethical and culturally responsive practice.
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ELM88100 - Psychology of Schooling(3 units)
Presents candidates with the theories and principles of adult learning and cognition as well as the social and psychological factors impacting the adult learner. There is an emphasis on experiential processing in order to empower the higher education administrator with skills, strategies and foundations to improve thinking and learning in their professional setting.
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ELM88120 - Educational Philosophy in a Global Society(3 units)
The course emphasis is focused on diverse cultures, peoples, educational systems and global interdependence and includes philosophical and sociological underpinnings of world educational systems, multiculturalism, futuristic educational trends and developments are included. The needs for a global perspective in educational reform and strategies for preparing learners for the 21st century are discussed.
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ELM88150 - K-12 Public School Principalship(3 units)
This course provides the student with an opportunity to learn the leadership skills and concepts to implement, advocate for, nurture, and sustain a culture that is conducive to staff and faculty professional growth within an elementary, middle, and/or high school. Coursework focuses on K-12 and higher education approaches to professional development in support of organizational and student improvement. Course also reviews mechanism to assess and demonstrate evidence of success.
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ELM88160 - Foundations of Social Justice(3 units)
Foundations of Social Justice is an interdisciplinary course which draws from ethics, psychology, philosophy, the social sciences, and the humanities. It exposes students to the theoretical issues of Social Justice regarding the demographics and history of socially diverse groups in the United States, including oppression, ecological degradation, sexism, racism, and homophobia.
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ELM88220 - Statistics Laboratory(1 unit)
This course offers an introduction to computer data entry and statistical analysis of output using SPSS. Students learn the correct use and interpretation of specific statistics in SPSS, including at least one of the following: t-tests, zero order correlation, multiple correlation, chi-square, and ANOVA, depending on the number of credits awarded and student needs. This course may be repeated.
Prerequisites: GSE80330
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ELM88300 - Leadership and Learning Organizations(3 units)
This course provides candidates with the opportunity to analyze how effective leadership can frame a diverse learning environment. Through class presentations, discussions and course assignments, candidates will examine how leadership shapes the vision, mission, goals and culture of the organization. The course will also analyze national and international leadership models, concepts and theories related to bureaucracy, social systems, power and organizational change.
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ELM88320 - Law, Ethics and Equity(3 units)
This course examines the legal and ethical frameworks for and assumptions about matters of equity within the higher education setting. The Candidate will develop necessary thematic and pragmatic considerations for the delivery of organizational functions and services in various programs and departments within the higher education setting. There is a particular focus on change mechanisms and structures leading to educational equity in higher education.
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ELM88340 - Policy Making and Politics(3 units)
The course addresses higher educational policy development and analysis in various contexts, the politics of higher education, and issues of governance at higher educational institutions, political strategies and community relations. There is a focus on the determinants of policy issues associated with higher education leadership in diverse learning environments. The Candidate will examine the role of the higher educational leader as it relates to governmental and non-governmental relations in the context of educational transformation and change.
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ELM88400 - Research Writing Workshop(3 units)
This course is designed to provide doctoral candidates with the opportunity to analyze and practice effective research writing. Through class discussions and course assignments, candidates will examine selected writing for clarity and precision.
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ELM88450 - Leading the Adult Learner(3 units)
The course provides opportunities for the student to learn how to advocate, nurture, and sustain a culture that is conducive to staff learning and professional growth. Coursework focuses on K-12 and higher education approaches to professional development in support of organizational improvement.
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ELM88550 - Current Issues and Trends in Education(3 units)
The course explores and generates an in-depth understanding of contemporary issues influencing education with an emphasis on reading and discussion of topics. Students will be expected to gain in-depth knowledge about current issues affecting the field of education, understand relevant background and historical information relating to the issues and be able to articulate the issues in oral and written presentations.
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ELM88560 - K-12 Public School and Charter School Development(3 units)
This course provides the student with an opportunity to learn the concepts to advocate and nurture the effectiveness of charter schools. Course work will contain material on selecting board members, community and parent involvement, board governance, and creating the right culture. Additional material will include facilities development and management, managing talent and recruiting students.
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ELM88570 - Global Perspective & Social Development(3 units)
In this course, students will explore, examine, and comprehend current issues related to culture, education, and globalization utilizing socially situated theoretical perspectives in framing methods in curriculum, instruction, and assessment. Study significant developments and implications associated with globalization and culture that are shaping education - culminating in an inclusive research paper.
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ELM88720 - Financial and Business Management(3 units)
This course provides a study of the critical trends and funding issues facing colleges in the United States. Students will come to understand how colleges choose to employ and allocate scarce resources through their management practices.
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ELM88720A - Financial and Business Management for Higher Education(2 units)
This course provides a study of the critical trends and funding issues facing colleges in the United States. Students will come to understand how colleges choose to employ and allocate scarce resources through their management practices.
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ELM88720B - Financial and Business Management for Higher Education(2 units)
This course provides a study of the critical trends and funding issues facing colleges in the United States. Students will come to understand how colleges choose to employ and allocate scarce resources through their management practices.
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ELM88730 - K-12 Public School Urban Education(3 units)
This course provides the student with an opportunity to learn the concepts of the social, economic, and political factors surrounding urban schools today. Course work will examine the emergence and evolution of urban schools, historical construct, and conditions found in urban educational facilities as well as best practices for effectiveness.
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ELM88750 - Social Justice and Changing Organizational Structure(3 units)
This course will develop students’ distinction in advocacy and social justice comprehension, competences, mindfulness, and achievement. Students will be provided opportunities to acquire an amplified awareness of critical perception and foster a social justice focus that can be used to provide positive change within their organizations as related to their roles as leaders.
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ELM88780 - Student and Personnel Services in Higher Education(3 units)
The course provides an overview of the organization and governance of institutions of higher education with an emphasis on Student and Personnel Affairs. The primary goal is to provide a comprehensive outlook at the field of student and personnel affairs and its role within the context of higher education. The nature of student affair work, its history, current and anticipated issues and the environment of student affairs professionals will be studied. Students should come to understand how colleges and universities are organized, governed, and administered and how student affairs professionals affect and impact the organization.
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ELM89980 - Special Topics Field Project(4 units)
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ELM89990 - Special Topics(3 units)
Courses are designed to enhance or supplement curricula.
Topics vary:
1. Technology for Educational Leadership
2. Leadership Seminar
3. Marketing and Institutional Development Strategies This course is for the study and application of knowledge and analysis. Areas covered include investigation of current higher education marketing practices and development strategies. The course is designed to prepare students to acquire knowledge, analyze the literature and interview options for marketing and development information, and discuss applications related to higher education.
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ELM89990A - Special Topics:(3 units)
Courses are designed to enhance or supplement curricula.
Topics vary:
1. Leadership Case Study
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ELM89990B - Special Topics:(3 units)
Courses are designed to enhance or supplement curricula.
Topics vary:
1. Leadership Case Study
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ELM89993A - Special Topics: Leadership Seminar(3 units)
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ELM89993B - Special Topics: Marketing And Institutional Development Strategies(3 units)
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ELM89993C - Special Topics: Technology For Educational Leadership(3 units)
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ELR60350 - Instructional Design and Technology: Learning Theories & Models(3 units)
This course explores foundational learning theories in online education, the role of technology to support the teaching and learning process, the role of online assessment, the history and evolution of online learning, and instructional design models. The online curriculum design/project management process, with a particular emphasis on collaboration and questioning techniques will also be reviewed.
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ELR61120 - Instructional Design: Media and Technology(3 units)
This course will provide students with education and training in the design, development, and integration of digital media in online learning. The process for selecting appropriate instructional materials and creating appropriate technology-enhanced learning experiences will be reviewed. The course will also evaluate the influence of the media, emerging and mobile tools, and online applications on learning environments.
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ELR62410 - Instructional Design Evaluation(3 units)
This course reviews best practices for continuous quality improvement in the online environment, including evidence-based evaluation models. Effective leveraging of learning management system (LMS) data analytics will also be explored.
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ENG09990 - Basic Reading and Composition(3 units)
This credit/no credit course for students needing practice in reading and writing skills stresses paragraph and essay development and reviews sentence structure, mechanics, and grammar. Incorporation of various types of short essays will enhance both reading comprehension and writing development. Students will participate in peer group interaction as part of the learning process. College competency of at least “C” level must be demonstrated for successful completion of the course.
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ENG11060 - Composition I(3 units)
Emphasis is on developing writing, reading, and critical thinking skills. The major focus of the course is on expository and narrative composition, understanding the writing process, and learning basic research and documentation skills. Strategies include analytical reading, rhetorical methods of organization, and application of the elements of style to written assignments.
Prerequisites: Passing ENG0999* or passing the English Placement Examination
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ENG11060A - Composition I(1.5 units)
Emphasis on rhetoric and composition with a focus on expository writing and understanding writing as a process. Establishing effective college-level writing strategies through four or more writing projects comprising at least 3,000 words in total.
Prerequisites: Passing ENG09990 or passing the English Placement Test
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ENG11060B - Composition II(1.5 units)
Emphasis on rhetoric and composition with a focus on expository writing and understanding writing as a process. Establishing effective college-level writing strategies through four or more writing projects comprising at least 3,000 words in total.
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ENG11200 - College Critical Thinking(3 units)
Apply critical inquiry skills to varied and challenging reading materials. Includes analysis, synthesis, and evaluation through at least two substantial writing and/or speaking tasks.
Prerequisites: ENG11060
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ENG11200A - College Critical Thinking I(1.5 units)
Apply critical inquiry skills to varied and challenging reading materials. Includes analysis, synthesis, and evaluation through at least two substantial writing and/or speaking tasks.
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ENG11200B - College Critical Thinking II(1.5 units)
Apply critical inquiry skills to varied and challenging reading materials. Includes analysis, synthesis, and evaluation through at least two substantial writing and/or speaking tasks.
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ENG22060 - Composition II(3 units)
Principles of effective composition continued. Emphasis is on expository and argumentative/persuasive composition; however, the primary emphasis is on the dialectic, that is, skill in entertaining multiple viewpoints and logical argumentation. Besides critical thinking skills, strategies include methods of organization and development, dialectical argumentation, principles of basic research and the elements of style gained through research and writing arguments.
Prerequisites: ENG11060
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ENG22060A - Composition III(1.5 units)
Principles of effective composition continued; emphasis on argumentative writing and critical reading and thinking; writing the research paper.
Prerequisites: Competency in ENG11060 (grade of “C” or higher) or equivalent
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ENG22060B - Composition IV(1.5 units)
Principles of effective composition continued; emphasis on argumentative writing and critical reading and thinking; writing the research paper.
Prerequisites: Competency in ENG11060 (grade of “C” or higher) or equivalent
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ENG33030 - Writing for the Professions(3 units)
Application of principles of effective composition, communication, and research in the applied social sciences; emphasis on professional practices in workplace written communication; study and application of APA documentation style.
Prerequisites: ENG 11060 and ENG22060 or equivalents
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ENT60100 - Entrepreneurship and Innovation(3 units)
This course focuses on the strategic issues faced by entrepreneurs starting new ventures in established industries or in industries that are being created or transformed by new emerging technologies. Applications, case studies and real-world business examples are used to enhance students’ understanding of the issues and potential solutions.
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ENT60500 - Creating a Business Plan and Funding(3 units)
This course provides an overview of the process and challenges associated with starting an entirely new business. It equips students with a clear understanding of business plan and the conventional structure, the skills required to prepare a business plan and get their business started.
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ESL20000A - Low Intermediate Integrated English Skills(1.5 units)
This course allows the student to gain cultural understanding as well as general and academic language competence in preparation for entry into any degree program.
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ESL20000B - Low Intermediate Integrated English Skills(1.5 units)
This course provides students opportunities to increase their oral and written skills in an integrated approach. Students expand their reading, writing, listening, and speaking competencies from the sentence level to the paragraph level of discourse. Students develop basic oral and written expression through interactions in real world settings.
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ESL21000A - Low Intermediate Listening and Speaking(1.5 units)
The skills to be practiced in this course include asking follow-up questioning, putting vocabulary to use, partner/group dialogues, and listening for main and supporting ideas.
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ESL21000B - Low Intermediate Listening and Speaking(1.5 units)
The skills to be practiced in this course include asking follow-up questioning, putting vocabulary to use, partner/group dialogues, and listening for main and supporting ideas.
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