Catalog

Credentials

Department of Education

Dr. Barbara Kammerlohr, (650) 508-3627, bkammerlohr@ndnu.edu

For over fifty years, Notre Dame de Namur University has maintained a reputation for excellence in teacher education. Personalized attention and individualized counseling for students, field orientation of programs, and successful placement of credential graduates have characterized the Department of Education since its inception in 1953. The California Commission on Teacher Credentialing reaccredited NDNU’s credential programs in 1998. The Department of Education continues to prepare competent teachers, specialists, and administrators through professional programs that reflect current trends. A credential from NDNU provides maximum employment opportunities as well as strong preparation for classrooms of the 21st century. California maintains credential reciprocity with most states.

Education courses are taught by faculty representing diverse academic and practical expertise. All Department of Education supervisors are selected because of previous experience as teachers and administrators in public and private schools.

The Department of Education offers programs leading to the following credentials:

Education Specialist Credential Preliminary Level I

Dr. Barbara Kammerlohr, Program Director, (650) 508-3627, bkammerlohr@ndnu.edu

NDNU's Education Specialist Credential program prepares students to teach in special education programs in public and private schools. Mild/Moderate credential holders will be able to teach students in Resource Specialist Program classes (K-12) and students in special day classes for learning disabilities. Moderate/Severe credential holders will be able to teach students in grades K-12 whose needs are more severe. Many candidates are hired by school districts to serve as paid interns while earning the credential.

Students may obtain an Education Specialist Credential without a prior teaching credential. This requires 43 credits in contrast to the 30 units required for those with a prior credential. Work toward an Education Specialist Credential may be simultaneous with work toward a regular credential (either Multiple Subject or Single Subject). This requires between 37 and 55 units depending on previous preparation. It is expected that students will come with a variety of backgrounds. A program plan is arranged for each student when he or she meets with the program director.

Transfer students must complete a minimum of fifteen (15) semester units of credit at Notre Dame de Namur University, including at least one semester of student teaching or internship in the teacher preparation program in order to be recommended for a teaching credential.

To qualify for an Education Specialist Credential, candidates must fulfill the following requirements:

  1. Prerequisite: Completion of NDNU's course ED136 with field experience. If this is not done, other verification of 40 hours experience with children or youth of appropriate age in a school setting is required prior to student teaching.
  2. Pass the California Basic Educational Skills Test (CBEST).
  3. Satisfy California's subject matter competency requirement by completing an approved undergraduate program of subject matter preparation or by passing the appropriate specialty area test of CSET or by passing the appropriate specialty area test of Praxis and/or SSAT. The examination required is established periodically by the California Commission on Teacher Credentialing and varies by subject matter.
  4. Take an approved course or pass a test that includes detailed study of the U.S. Constitution. At NDNU, HY163A American History 1607-1877, HY163B American History 1877-Present, HY165B The New Nation, PS001 Introduction to American Government, or PS170 The Constitution fulfills this requirement.
  5. Obtain a Certificate of Clearance (fingerprint clearance) from the California Commission on Teacher Credentialing.
  6. Successfully complete student teaching and required courses (see below).
  7. Pass the Reading Instruction Competence Assessment (RICA).
Required Courses Units
ED330Q Student/Intern Teaching and Seminar in Special Education 8
ED334A Elementary Reading/Language Arts Primary Grades * 3
ED348 Strategies for English Learners * 3
ED349 Special Education Program Management 3
ED350

or
ED356		 Curriculum and Instruction Adaptations
(Mild/Moderate)

Curriculum and Instruction Adaptations
(Moderate/Severe)		 3
ED361 Clinical Assessment 4
ED362 Technology - Special Education 3
ED363 Counseling - Special Education 3
  * Foundation course in Multiple or Single Subject Credential  
Total   30
Additional course work is required for those who enter without a prior credential:  
ED210 Psychological and Developmental Foundations 3
ED250 Sociological and Multicultural Foundations 3
ED331M Curriculum – Elementary Math 2
ED331Z Curriculum – Social Studies/Science 2
ED334B Elementary Reading/Language Arts: Upper Grades 3
Total   43

Students may complete coursework in addition to the Education Specialist Credential in order to earn a master's degree. See Master of Arts in Special Education for further information.

 

Education Specialist Credential Professional Clear Level II
(Effective Fall 2006)

Dr. Barbara Kammerlohr Program Director, (650) 508-3627, bkammerlohr@ndnu.edu

Notre Dame de Namur's Level II Education Specialist Credential Level program is designed to meet the needs of candidates seeking the Level II Education Specialist: Mild/Moderate or Moderate/Severe credential.  The program has been approved by the California Commission on Teacher Credentialing and graduates from the program are eligible to apply for the Level II Professional Clear Credential.  In addition to the required coursework listed below, candidates will meet with the advisor to develop a specific plan to serve as their guide in completing the program.  The plan:

  1. Adopts the goals for professional growth identified at the end of the Level I credential program.
  2. Requires the candidate to identify an area of specialization.
  3. Lists the student's qualifications desired in a mentor.
  4. Includes goals and activities to be addressed by the student and the mentor.
  5. Identifies Local Education Agency (LEA), County Office of Education and other staff development activities designed to address candidate goals.
  6. Provides an opportunity for sign off by the candidate's immediate supervisor.

To qualify for an Education Specialist Credential Level II, candidates must fulfill the following requirements:

  1. Meet admission requirements of NDNU.
  2. Possess a Level I Preliminary Education Specialist Credential.
  3. Be employed as a special education teacher in a public school, nonpublic school, or private school in the State of California.

Candidates who did not take ED340 (Health Education) or an equivalent course in their Preliminary Level I program are required to complete eight units, which include one unit of ED340 Health Education.  Candidates who did take ED340 (Health Education) or an equivalent course in their Preliminary Level I program are required to complete seven units.

                            

Required Courses Units
ED365 Emerging Research and Practice in Special Education 4
ED366

or
ED367		 Advanced Methods in Special Education: (Mild/Moderate)


Advanced Methods in Special Education: (Moderate/Severe)		 3
Total   7

   

Preliminary Multiple Subject Credential (Elementary School)

Dr. Robert Ferrera, Program Director, (650) 508-3531, rferrera@ndnu.edu

The Department of Education offers a program of professional preparation for the California Multiple Subject Credential, approved by the California Commission on Teacher Credentialing. This credential authorizes service in self-contained classrooms, usually in an elementary school setting. NDNU's Multiple Subject Credential Program is post-baccalaureate and requires a full fifth year, or 33 semester units, of study. The concurrent program at NDNU offers students the opportunity to complete the professional coursework and two student teaching experiences within a calendar year.

Multiple Subject Credential (elementary) candidates spend one semester of student teaching at the primary level and one semester in the intermediate grade level. These student teaching experiences are in culturally diverse schools with students from a variety of socioeconomic backgrounds, and take place at two of the many public school districts with which we have contracts.

School districts occasionally offer qualified Multiple Subject candidates the opportunity for a paid internship, in lieu of student teaching. One semester of internship may be at a WASC-accredited private school, if desired. Transfer students must complete a minimum of fifteen (15) semester units of credit at Notre Dame de Namur University, including at least one semester of student teaching in the teacher preparation program in order to be recommended for a teaching credential.

To qualify for a Preliminary Multiple Subject Credential candidates must fulfill the following requirements:

  1. Prerequisite: Completion of NDNU's course ED136 with field experience. If this is not done, other verification of 40 hours experience with children of appropriate age in a school setting is required prior to student teaching.
  2. Pass the California Basic Educational Skills Test (CBEST).
  3. Pass the California Subject Examinations for Teachers (CSET) in Multiple Subjects.
  4. Take an approved course or pass a test that includes detailed study of the U.S. Constitution. At NDNU, HY163A American History 1607-1877, HY163B American History 1877-Present, HY165B The New Nation, PS001 Introduction to American Government, or PS170 The Constitution fulfills this requirement.
  5. Obtain a Certificate of Clearance (fingerprint clearance) from the California Commission on Teacher Credentialing.
  6. Successfully complete student teaching and required courses (see below).
  7. Pass the Reading Competency Assessment (RICA) at the end of the program, prior to applying for the credential.
  8. Successfully meet the Teaching Performance Expectations.
  9. Pass the Teaching Performance Assessment.
Required Courses Units
ED210 Psychological and Developmental Foundations 3
ED220 Assessment in the Classroom 1
ED250 Sociological/Multicultural Foundations 3
ED330A/B/C/DMarch 12, 2007 Student/Intern Teaching/Seminar 8
ED331M/Z Curriculum (Elementary Math and Social Studies/Science) 4
ED334A/B Elementary Reading/Language Arts: Primary/Upper Grades 6
ED340 Health Education 1
ED348 Strategies for English Learners 3
ED389 Special Education for the Classroom Teacher 2
ED393 Technology Applications in Education 2
Total   33

NDNU students enrolled in its credential programs may articulate up to 12 units toward a master’s degree. Candidates should contact the program director of the master’s degree of interest for more information.

Preliminary Administrative Services Credential

Dr. Diane Guay, Program Director, (650) 508-3702, dguay@ndnu.edu

The Department of Education offers a program of professional preparation for the Preliminary Administrative Services Credential, approved by the California Commission on Teacher Credentialing. This credential authorizes the holder to perform administrative services ranging from superintendent to assistant principal or administrative positions at county offices of education. A paid administrative internship may be arranged on an as-needed basis in coordination with the student's school district.  Students in the Administrative Services Credential Program may also enroll in the M.Ed. in Technology Leadership.

To apply for the Preliminary Administrative Services Credential program, students must fulfill the following requirements:

  1. Show proof of a bachelor's degree.
  2. Possess a teaching credential plus three years' teaching experience.
  3. Complete introductory courses in Psychology, Sociology, and Accounting.
  4. Interview with Administrative Services Program Director.

To qualify for the Preliminary Administrative Services Credential, students must successfully complete all required courses and meet with the Credential Analyst to obtain a Certificate of Completion or a Tier One Credential.

Required Courses   Units
Core Courses:    
ED230 Financial Management 3
ED270 Human Resource Management 3
ED280 Leadership Concepts 3
ED290 Organization and Management 3
Practica-based Courses:    
ED351 School Community Relations 3
ED353 School Law, Governance, and Politics 3
ED355 Program Initiation and Implementation 3
ED397 Contemporary Topics in Technology Leadership 3
Total   24

Professional Clear Credential SB2042 Fifth Year Program

Dr. Kim Tolley, Program Director, (650) 508-3464, ktolley@ndnu.edu

The School of Education and Leadership offers a California Commission on Teacher Credentialing (CTC) Approved Fifth Year Program of Study for teachers working in private, parochial, or charter schools.  This program allows the holder of the SB2042 Preliminary Multiple Subject or Single Subject Credential to complete the requirements necessary to obtain the SB2042 Professional Clear Credential.

Graduates of NDNU's Multiple-Subject and Single-Subject Credential programs can complete requirements for the Professional Clear Credential by taking seven units of CTC-Approved coursework.  Teachers who received the Preliminary Credential at another institution can complete requirements for the Professional Clear Credential by combining the seven units of approved coursework with a Master of Arts in Teaching (MAT) or Master of Education (M.Ed.) in Curriculum and Instruction degree.

Applicants may apply to enter the program for the Fall, Spring, or Summer semesters/session and must submit the following:

1.  Proof of a Preliminary Multiple Subject or Single Subject Credential

2.  The CTC's "Verification of Unavailability of a Commission-Approved Induction Program" form signed by the authorized representative of the school where currently employed

3.  Professional Clear Credential SB2042 Fifth Year Program Application

 

Required Courses   Units
Core Courses:    
ED301 Advanced Study of Teaching Special Populations 2
ED302 Advanced Strategies for English Language Learners 3
ED303 Advanced Study of Health Education 1
ED304 Advanced Educational Technology 1
Total   7

 

Reading Specialist Credential

Dr. Shadrack Msengi , Program Director, (650) 508-4154, smsengi@ndnu.edu

The Reading Specialist Credential authorizes reading and literacy instruction and program development at the classroom, school, district, or county level. This program involves five courses beyond the five courses of the Reading Certificate; this additional instruction includes program management and interface with Special Education.

Candidates must possess a valid California Multiple Subject, Single Subject, or Education Specialist Credential and must document three years of teaching experience in order to apply for the Reading Specialist Credential.

The following courses are required for the Reading Specialist Credential:

Required Courses Units
ED380 Current Research and Practice in Literacy Education 3
ED381 Assessment-based Instruction in Reading and Language Arts: Early Literacy 3
ED382 Assessment-based Instruction in Reading and the Language Arts: Intermediate and Advanced Learners 3
ED383 Clinical Application I: Early Literacy 3
ED384 Clinical Application II: Intermediate and Advanced Literacy 3
ED362 Technology and Special Education 3
ED363 Counseling in Special Education 3
ED385 Current Issues in Literacy: Research and Practice 3
ED386 Program Development and Inservice Leadership in Literacy Education 3
ED387 Clinical Application III: Advanced 3
  Note: The Reading Certificate courses, ED380–384, are prerequisites for the additional credential courses, ED362, ED363, and ED385–387.  
Total   30

By adding one additional course to the Reading Specialist Credential, students can earn a Master of Arts in Reading.

Preliminary Single Subject Credential (Middle and High School)

Dr. Lu Chang, Director, (650) 508-3702, lchang@ndnu.edu

The Department of Education offers a program of professional preparation for the California Single Subject Credential, approved by the California Commission on Teacher Credentialing. This credential authorizes service in departmentalized settings, usually in middle, junior high, and senior high schools. NDNU's Single Subject Credential program is post-baccalaureate and requires a full fifth year, or 31 semester units, of study. The concurrent program at NDNU offers students the opportunity to complete the professional coursework and two student teaching experiences within a calendar year.

 

Required Courses Units
ED210 Psychological and Developmental Foundations 3
ED220 Assessment in the Classroom 1
ED250 Sociological/Multicultural Foundations 3
ED330A/B/C/D Student/Intern Teaching/Seminar 8
ED331 Secondary Curriculum 2
ED332 Teaching and Pedagogy 3
ED334S Language and Literacy in Content Areas 3
ED340 Health Education 1
ED348 Strategies for English Learners 3
ED389 Special Education for the Classroom Teacher 2
ED393 Technology Applications in Education 2
Total   31

NDNU students enrolled in its credential programs may articulate designated courses up to 12 NDNU units toward a selected master’s degree. Candidates should contact the program director of the master’s degree of interest for more information.

Course Descriptions: Education

Master's Degrees | Credentials | Certificates

Undergraduate Courses

See Human Services listings and Liberal Studies listings.

Graduate Courses

Note: Some courses require additional payment of a Supervisor Fee.

ED210 Psychological and Developmental Foundations (3)
Investigates and critically appraises insights derived from psychology, especially as they pertain to the teaching-learning process for diverse classrooms of today. Explores theories from behavioral, humanistic, developmental, and cognitive psychology that are relevant for education. Considers effects on student learning, teacher expectations, classroom climate (affective and cognitive), classroom management, planning, diversity factors, learning styles, individual differences, motivation, and evaluation.

ED220 Assessment in the Classroom (1)
Introduces measurement concepts needed by teachers in order to meet their instructional objectives. Students learn how to create and use assessments that guide instruction and measure results. They also learn how to communicate with students, families, and other audiences about student progress.

ED230 Financial Management (3)
Prerequisite: AC003 or equivalent
Focuses on financial administration in public, nonprofit, and service-related institutions and studies principles and concepts in public fiscal management, budgeting, taxation, borrowing, and fiscal controls. The nature of public expenditures, the development of budgets and budget cycles are studied including ethical, legal, and political concerns in financial decisions. Cross-listed with PA230.

ED250 Sociological and Multicultural Foundations (3)
Analyzes major influences on American education, including social, cultural, historical, political and economic influences. Explores contemporary issues in education, such as the nature of culture, the purposes of public schooling, the profession of teaching, the social structure and education, equality of opportunity, and multicultural education.

ED270 Human Resource Management (3)
Offers an overview of the full personnel function, emphasizing professional responsibilities for employment, compensation, employee and labor relations, benefits administration, legal compliance matters, and human resources planning. Cross-listed with BA220 and PA270.

ED280 Leadership Concepts (3)
Gives an historical and philosophical approach to leadership, identification of personal goals and leadership behaviors in administration, and understanding of group dynamics and group leadership. Techniques in time management, stress management, and resume writing are developed. The course is organized as laboratory for self-study of the individual as a leader and for development of leadership strategies. Cross-listed with PA280.

ED290 Organization and Management (3)
Explores the history of management theory including principles and concepts of management such as functions of planning, organizing, motivating, and controlling. Discusses how execution of these functions may be facilitated by communication skills and decision-making techniques. Use of authority, effect of environmental variables, organizational development, and the process of change are studied. Focuses on organizational problem-solving. Cross-listed with PA290.

ED301 Advanced Study of Teaching Special Populations (2)
This advanced course of study enables each qualified candidate to fulfill the requirement set by the California Commission on Teacher Credentialing: Advanced Study of Teaching Special Populations (Standard 2).  Each candidate continues in the development of their skills in creating a positive and inclusive climate for the successful mainstreaming of all exceptional students.  Candidates demonstrate an in-depth knowledge of the Individuals with Disabilities Act, Section 504 of the Americans with Disabilities Act, F.A.P.E., N.C.L.B., and all State and local provisions governing students who are gifted and talented.  Special emphasis is directed in the use of assessment, both academic and social, in the development of instructional strategies to accommodate or modify curriculum as necessary to ensure the success for all students.  Candidates learn positive behavioral support interventions and strategies.  They also learn, demonstrate, and value the collaborative assistance of special educators, caregivers, and gate coordinators.

ED302 Advanced Strategies for English Learners (3)
This advanced course, approved by the California Commission on Teacher Credentialing for the Professional Clear Credential, focuses on the delivery of comprehensive, specialized instruction for English learners.  Building on the knowledge, skills, and abilities candidates acquired during the preliminary credential program, the course advances candidates' ability to implement the adopted instructional program for English Language Development.  Candidates implement instructional programs for the development of academic language, comprehension, and knowledge in the core academic curriculum.  They demonstrate the ability to promote English learners' access and achievement in relation to state-adopted academic content standards and performance levels.  Participating teachers evaluate English language proficiency and consider students' backgrounds, experiences, and family structure in developing and implementing standards-based English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE) lessons.  They demonstrate expertise in the use of local and state-adopted assessments for English language proficiency by using assessment information in the development, delivery, and adjustment of instruction.  Candidates implement a variety of methods to promote effective communication with parents and families, and they demonstrate knowledge of the school organizational structures and resources designed to meet the needs of English learners.

ED303 Advanced Study of Health Education (1)
In order to earn a Professional Clear Credential, the California Commission on Teacher Credentialing requires that teachers must be prepared to support students' physical, emotional, and social well being.  Promoting the health and well being of children and adolescents is a generally accepted value of our society.  Schools are a major institution which can influence the health and well being of our youth.  This course advances educators in the delivery of comprehensive support for students' physical, emotional and social well being.  The strength of this course will be the candidates experience with students in their classroom and their school site as they demonstrate skills to meet the required elements.

ED304 Advanced Educational Technology (1)
In order to earn a Professional Clear Credential, the California Commission on Teacher Credentialing requires that teachers must be prepared to support student learning through the advanced use of computer-based technology in the classroom. In advanced course work, each candidate builds upon the knowledge, skills, and abilities acquired during preliminary coursework in which specialized use of appropriate computer-based technology is used to facilitate the teaching and learning process. This course ensures that all clear credential candidates understand and are able to use more advanced computer-based technology to facilitate classroom instruction.

ED330A Student/Intern Teaching/Seminar (Multiple/Single Subject, first semester) (4/4)
Focuses on orientation to and observation of realities of teaching through weekly seminars and on-site assignments in public and private schools. As candidates take charge of classes under the direction of master teachers, seminar sessions, enriched by guest speakers, stress class management and control, lesson planning, curriculum development, and organization and use of class time. Heavy emphasis is placed on examining solutions for the day-to-day problems that candidates are experiencing. Single-subject first semester interns take ED330C.

ED330B Student/Intern Teaching/Seminar (Multiple/Single Subject, second semester) (4/4)
Prerequisite: ED330A/C.
Continuing candidates are provided with an opportunity to reflect upon and improve the field experience. Candidates are encouraged to discuss problems and reactions to their field experiences. Normally, at least one-half of the class is focused on candidates' concerns. Preparation of a professional portfolio is required for both Multiple Subject and Single Subject candidates.

ED330Q Student/Intern Teaching Seminar (Special Education) (1-5)
Corequisite: ED361.
This course has the same focus as ED330A, but in a special education setting. Heavy emphasis is placed on exploring and examining solutions for day-to-day problems encountered in teaching students in special education classes, including issues such as planning, instructional problems, and evaluation.

ED331 Secondary Curriculum (2)
Develops expertise in curriculum planning applied to the subject area and presents strategies and techniques that provide for teaching a diverse population. Direct instruction, questioning techniques, small group discussions, and higher order thinking skills are included and used by the student in designing a unit of instruction.

ED331M Curriculum – Elementary Math (2)
Emphasizes content and method of teaching elementary math concepts. This course includes all eight strands of the state mathematics framework. Students learn hands-on methods designed for prospective teachers.

ED331Z Curriculum – Social Studies/Science (2)
Students develop expertise in planning, implementing, and assessing integrated science and social studies curriculum and experiment with a variety of strategies and techniques designed to promote higher-level thinking and provide for differences in teaching a diverse, multilingual, and multicultural population.

ED332 Teaching and Pedagogy (3)
Corequisite: ED330A.
This course is coordinated by a NDNU faculty member and jointly taught by teachers and administrators from local school districts. Teacher candidates are oriented into the teaching profession, develop their capacity to teach the state adopted academic content standards, and develop effective strategies in a specific discipline. Topics include but are not limited to teaching and learning in a standards-based environment, the principal's perspective on teaching and learning, classroom management, reading across the curriculum, setting high expectations for all students, mainstreaming, and content-specific pedagogy.

ED332A Orientation to Teaching (1)

Teacher candidates are oriented to the Single Subject Credential Program and the teaching profession.  Program-related topics and legal requirements such as Teaching Performance Expectations (TPE's), Teaching Performance Assessment (TPA), and portfolio development are introduced.  Other topics include but are not limited to classroom management, teaching and learning in a standards-based environment, and setting high expectations for all students.  This is one of the first courses for ALL students in the Single Subject Credential Program.

ED332B Teaching and Pedagogy (2)

Corequisite: ED330A

This course is coordinated by a NDNU faculty member and jointly taught by mentor teachers from local schools.  The focus of this course is teaching the state adopted academic content standards using effective strategies in the discipline of the teacher candidate. 

ED334A Elementary Reading/Language Arts: Primary Grades (3)
Surveys the teaching of beginning reading and language arts in diverse elementary classrooms. Introduces current research, principles, issues, strategies, and materials/resources for developmental processes of learning to read and write for all students. Presents theories concerning language acquisition and language development for first- and second-language learners. Constructs a literacy model with a multicultural/multilingual perspective. Concurrent coursework and field placement are required to ensure application and reflective practice.

ED334B Elementary Reading/Language Arts: Upper Grades (3)
Prerequisite: ED334A.
Continues examination of current research, principles, issues, strategies, and materials/resources, focusing on upper elementary students of diverse backgrounds. Explores language acquisition issues in upper elementary grades. Facilitates connections between students, literature, and response in a multicultural perspective. Introduces literacy in content areas and SDAIE techniques for understanding literature. Concurrent coursework and field placement are required to ensure continued reflection/application.

ED334S Language and Literacy in Content Areas (3)
Introduces current research, principles, issues, strategies, and resources, with respect to language and literacy in Single Subject content areas. Focuses on Specially Designed Academic Instruction in English (SDAIE) for language minority students. Field experience in public school is required.

ED339 Advanced Curriculum Design (3)
Explores the work of Wiggins and McTighe in the integration of curriculum, instruction, and assessment. Examining what is essential in subject matter is a major thrust of the course. Students learn how to determine the essential understandings of a unit, course, or discipline. Based on these understandings, students learn how to select instructional materials and resources and how to determine teaching strategies and student activities with built-in processes and tasks for gathering evidence and evaluating student progress along the way.

ED340 Health Education (1)
This course provides an introduction to health promotion through school health education.  Current literature, health education resources, and teaching strategies are introduced and discussed.  This course fulfills the California State Credential requirements. CPR and First Aid are NOT included in this course.

ED344 Trends in Curriculum Development (3)
Considers curriculum development and influential factors. Reviews current and historical trends. Discusses planning and decision-making processes. Examines the concept of integrated/integrating approaches, with particular emphasis on integration of subject matter and multicultural resources, thinking skills, communication skills, and technology.

ED345 Educational Assessment/Evaluation (3)
Introduces strategies of assessing student performance through norm-referenced and criterion-referenced tests. Performance based assessment is discussed. Involves students in construction and selection of appropriate assessment activities.

ED346 Social Justice, Diversity, and Equity (3)
This course examines the function of schooling within a culturally diverse, democratic society. Students examine the current context of schooling and the ways in which schools currently perpetuate inequities. They explore exemplary practices and visions of what school could be like for all students and develop sMarch 12, 2007e equity.

ED348 Foundations for Teaching English Learners (3)
Examines theories of second language acquisition and historical perspectives of bilingual education. Explores factors affecting first and second language acquisition and bilingual education with an emphasis on instructional strategies. Includes class participation demonstrating knowledge of the content and field observations whenever possible. Covers Specially Designed Academic Instruction in English (SDAIE) competencies.

ED349 Special Education Program Management (3)
This course is designed as a seminar focusing on the coordination procedures and implementation of laws, regulations, and other requirements related to special education. The focus is on ethics, policies, and related issues for teachers of students and adults with disabilities. Topics also include training and supervision of instructional aides, staff development/in-service functions, coordination and scheduling of IEP and ITP meetings, monitoring the referral process, inclusion of special education students in the regular education classroom, record keeping, and familiarity with student and parent rights.

ED350 Curriculum and Instruction Adaptations (Mild/Moderate Section) (3)
Involves adaptations and methods of curriculum and instruction to meet the needs of students with identified mild/moderate disabilities. This course explores services to support students with special needs in and out of the regular classroom and how additional support services, such as speech, nurse, and adaptive physical education can be utilized. The role of the special education teacher as a support for children with 504 Plans are also discussed.

ED351 School-Community Relations (3)
Identifies and analyzes community resources and the implications of social changes affecting schools. Addresses procedures and techniques for the administrator in working with parents, community agencies, and underrepresented minority groups.

ED353 School Law, Governance, and Politics (3)
Focuses on the historical legal framework of American education, current federal and state laws affecting education, their impact upon schools, knowledge of agencies whose functions affect governance and policy making, and the legal responsibilities of the school administrator, including assignment/missassignment of faculty.

ED355 Program Initiation and Implementation (3)
Studies curriculum theories, trends, and new program development. Familiarizes the student with current legislation affecting curriculum programs and diversity issues. Studies technology, planning, and evaluation processes as well as organizational patterns of schools and multicultural social, political, and economic forces affecting education. Includes administrative competencies for the Special Education Mandate.

ED356 Curriculum and Instruction Adaptations (Moderate/Severe Section) (3)
Studies adaptations and methods of curriculum and instruction to meet the needs of students with identified moderate/severe disabilities. This course explores current issues and research in special education instructional methods. Topics include the role of the special day class teacher in a school setting, the coordination of services to support students with special needs in and out of the classroom, and how additional support services such as speech therapist, nurse, school psychologist, and adaptive physical education teacher can be utilized. The role of the teacher in referring to outside agencies, working with parents, and developing IEP and ITP are also discussed.

ED357C Models of Teaching and Supervision (3)
Students learn and apply the skills, strategies, and maps of cognitive coaching to coach and mentor colleagues at all levels – beginning to experienced, incompetent to highly effective. Through readings, practice, discussions, personal reflections, and collaborative work, students become knowledgeable about and understand the Cognitive Coaching model. They learn to mediate thinking and states of mind (inner resources) in self and others, to identify and develop a leadership stance that is focused on equity, to recognize and model effective teaching and leadership, and to use the California Standards for the Teaching Profession (CSTP) to support their coaching and mentoring activities. Students also identify and engage in professional and personal applications of Cognitive Coaching.

ED358 Educational Research Capstone (3)
Prerequisite: All other coursework in the master's degree program; MA Special Education students may be concurrently enrolled in ED330Q.
This is the capstone course for students completing the Master of Arts in Reading and the Master of Arts in Special Education. In lieu of a thesis, students develop a portfolio based on the California Standards for the Teaching Profession. The portfolio demonstrates that the student has the capacity to integrate research and practice in his/her classroom work with students with disabilities.

ED359 Educational Research (1-3)
Prior to enrolling in ED359, students must successfully complete ED360. ED359 specifically assumes that students have a completed and approved thesis proposal. Course work guides students through data collection, analysis, and completion of the final thesis. Students must file their thesis before the end date of the course; students who do not file their thesis before the end of the course will need to repeat the course the following semester.

ED360 Introduction to Educational Research (3)
This is the first course of a two course series (ED359 is the second course) designed to support students in writing the master's thesis. Course readings, discussions, and activities engage students in developing the skills, habits, and knowledge needed to engage in inquiry that is both scholarly and action-based. Students develop a sense of what it means to be engaged simultaneously in research and practice. They identify a research question, review, analyze, and synthesize the literature pertaining to the question, and explore the relationship between learning, inquiry, action, and justice. Students complete their thesis proposal in the context of this course.

ED361 Clinical Assessment (4)
This course is designed as a survey course of diagnostic assessment tools used by special education teachers. Competencies and understanding of the historical perspective, terminology, administration procedures and interpretation, cognitive assessments-academic achievement assessments, current research in learning styles, and adaptation to Individualized Educational Programs are addressed. Students are expected to administer and interpret various assessment instruments.

ED362 Technology – Special Education (3)
Introduces developmental and methodological foundations for the use of current technologies and practical application to the special education classroom. The use of low tech to high tech devices as assistive technology in meeting IEP needs of students are emphasized. Emphasis is also placed on learning the tools to enhance communication, information access, use of adaptive devices, use of current software/hardware, and problem-solving for the special education and regular education classroom.

ED363 Counseling – Special Education (3)
This course surveys the various support systems that can be used with special education children and families. An understanding of in-district and community agencies are examined. Effective communication techniques for counseling students and families with special needs are emphasized. Current research and publications that deal with assisting students' families are explored. Developing behavior plans for classrooms and individuals and the use of questionnaires, health histories, and other related information are also explored.

ED365 Current and Emerging Research Practices in Special Education (4)

Prerequisite: Admission to the Education Specialist Program or consent of program director and instructor.
This course, which is taught as a seminar, covers advanced topics in special education required for the Level II Education Specialist Credential (Mild/Moderate or Moderate Severe).  The course has two main components, the seminar and assignment of a mentor.  In the seminar, the student identifies an area of expertise and does the research regarding best practices in that area.  In the mentoring component, the student is provided assistance to implement that research in his/her classroom and identify other staff development activities to further his/her expertise in the selected area of specialization.

ED366 Advanced Concepts in Special Education: Mild/Moderate (3)

Prerequisite: Admission to the Education Specialist Program or consent of program director and instructor.
This course covers advanced concepts required for the Level II Education Specialist Mild/Moderate Credential. Topics include: data-based decision making; advanced behavioral, emotional and environmental supports; best practices in transition and transition planning; and advanced concepts in curriculum, instruction, collaboration, and consultation.

ED367 Advanced Concepts in Special Education: Moderate/Severe (3)

Prerequisite: Admission to the Education Specialist Program or consent of program director and instructor.  

This course covers advanced concepts required for the Level II Education Specialist Credential: Moderate/Severe.  Topics include: theoretical approaches in the education of students with complex emotional and behavioral needs; data-based decision- making; advanced behavioral, emotional and environmental supports; best practices in transition and transition planning; advanced concepts in curriculum and instruction; and collaboration and consultation.


ED380 Current Research and Practice in Literacy Education (3)
This first course in the Reading Certificate series is a survey of current research, principles, issues, concepts, and approaches, for both developmental and remedial factors involved in learning to read and write and the efficacy of each. The course also gives students an historical perspective of the development of different approaches. Finally, it is designed to give students a construct of an effective literacy model in order to analyze assessment and instruction that exist in different school settings.

ED381 Assessment-based Instruction in Reading and the Language Arts – Early Literacy (3)
This second course in the Reading Certificate series emphasizes language arts assessment and instruction for students in the stages of early literacy, both younger and older students. The assessments studied range from formal, standardized group tests to formal, standardized individual tests to authentic, informal assessments. Students practice with the various types of assessments both in class and through field experiences outside of class. Students use a case-study approach not only to become familiar with the assessments, but also to decide on appropriate instructional methods and techniques based on assessment data.

ED382 Assessment-based Instruction in Reading and the Language Arts – Intermediate and Advanced Learners Literacy (3)
Prerequisite: ED381.
This third course in the Reading Certificate series emphasizes language arts assessment and instruction for students in the intermediate and advanced stages of literacy. The assessments studied range from formal, standardized group tests to formal, standardized individual tests to authentic, informal assessments. Students practice with the various types of assessments both in class and through field experiences outside of class. Students use a case-study approach not only to become familiar with the assessments, but also to decide on appropriate instructional methods and techniques based on assessment data.

ED383 Clinical Application I – Early Literacy (3)
Prerequisite: ED381.
This fourth course in the Reading Certificate series is a practicum in the field dealing with students at the early stages of literacy (either younger or older students). The candidates are required to spend 60 hours teaching in a small group setting, with preparation time for each session, and 15 hours in the practicum seminar. The candidates utilize the various appropriate standardized and informal methods of assessment for the students in this stage of literacy, design appropriate instruction based on those assessments, teach the individuals in the group, and do ongoing assessments and final evaluations.

ED384 Clinical Application II – Intermediate and Advanced Literacy (3)
Prerequisite: ED382.
This final course in the Reading Certificate series is a practicum in the field dealing with students at the intermediate to advanced stages of literacy (either younger or older students). The candidates are required to spend 60 hours teaching in a small group setting, with preparation time for each session, and 15 hours in the practicum seminar. The candidates utilize the various appropriate standardized and informal methods of assessment for the students in these stages of literacy, design appropriate instruction based on those assessments, teach the individuals in the group, and do ongoing assessments and final evaluations.

ED385 Current Issues in Literacy: Research and Practice (3)
Prerequisites: ED380, ED381, ED382, ED383, ED384.
This course on current issues deals with such topics as balance in reading/language arts curricula, the role of phonemic awareness, phonics and spelling in literacy instruction, instruction for struggling readers, literacy materials, the transformation of assessment procedures, the nature of reading at different levels (e.g., emergent, early learners, developing, and independent readers), content literacy, process writing, multicultural diversity, and the study of a common ground for research and practice.

ED386 Program Development and Inservice Leadership in Literacy Education (3)
Prerequisites: ED384, ED385.
This course prepares candidates to design reading programs on various levels K-Adult, as well as to provide inservice to teachers regarding these programs. Topics include such elements as the factors involved in effective literacy programs at different levels (that include standards-based programs), roles and responsibilities of reading specialists, models for professional development and inservice, selection of program materials, program assessment, community involvement, interconnections of all language arts, the use of technology in program design, and the inclusion of special curricula for students with special needs, including those with cultural diversity.

ED387 Clinical Application III – Advanced (3)
Prerequisite: ED386.
This practicum course in the field deals with students who are severely disabled in the area of literacy (either younger or older students). The candidates are required to spend 60 hours teaching in a small group setting, with preparation time for each session, and 15 hours in the practicum seminar. The candidates learn and utilize the various appropriate formal and informal methods of assessment appropriate for the students with severe problems in literacy, design appropriate instruction based on those assessments, teach the individuals in the group, and do on-going assessments and final evaluations.

ED389 Special Education for the Classroom Teacher (2 or 3)
This course is designed to provide information, resources, and materials related to the education of students with disabilities in the general education classroom. It includes a description of the categories of disabilities as defined by the Federal law, current regulations, and the IEP/ITP process. Emphasis is placed on the strategies for modifications and accommodations necessary to provide an appropriate learning environment. Attention focuses on the support system available at the school site level.

ED393 Technology Applications in Education (2)
California has adopted Technology Standards that define computer-based technology use in classrooms.  This course ensures that all teacher candidates understand and are able to use appropriate computer based technology to facilitate the teaching and learning process.  In addition to the California Level I Standards, the course covers issues surrounding technology use by society in general and education in particular.  Also, several Teacher Performance Expectations (TPEs) from the California Standards of Quality and Effectiveness for Professional Teacher Preparation Programs are addressed in this course.

ED394 Learning, Technology, and Curriculum (3)
This survey course expands and extends the content of ED393. It provides students with an overview of and practice with a variety of technologies used in education. Course content includes K-12 curricular uses of camcorders, videodiscs, digital media tools, simulation and problem-solving applications, multimedia authoring tools, and telecommunications. Emphasis is placed upon determining appropriate use of technology, managing the learning process in the classroom, and setting and assessing student outcomes utilizing the performance standards recommended by the State of California for adoption at the district level.

ED395 Building Online Learning Communities (3)
This course introduces contemporary methods used by educators to promote learning for all children using Internet resources. Emphasis is placed upon the integration of networking and telecommunications media in the subject areas. Student projects include research into current classroom practices and materials, World Wide Web page design, and discussion of the implications for legal, ethical, and moral use of the Internet and telecommunications media.

ED396 Media, Medium, and Method (3)
This applied course examines the appropriate use of multimedia technology as a tool for implementing curriculum. Students learn to discern the appropriate media to meet a specific curriculum objective and to evaluate the merits of using various educational software programs as the medium to create a product. Through guided hands-on practice with the technologies, students demonstrate how to address the needs of individual learning styles in a diverse cultural environment through multimedia. Teams of students apply theories of learning, methods of teaching, and principles of multimedia design to the creation of interdisciplinary curriculum projects.

ED397 Contemporary Topics in Technology Leadership (3)

This course serves as the capstone experience for students in the M.Ed. in Technology Leadership program.  The course surveys a broad range of contemporary topics in educational technology and communications.  Topics may include: cultural and societal factors affecting technology use in education, issues of equity and ethics, curriculum reform, institutional change, professional development, school-community relations, and the ongoing development of new technologies.  With permission of the instructor, students may arrange to conduct advance product development or an internship as part of this course.

 

Master's Degrees | Credentials | Certificates