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EDTE 116. The Psychology of Instruction. Introduction to professional pedagogy, including a thorough analysis of the Teaching Performance Expectations. Information, strategies, and practical experience in designing, assessing, and reflecting on lesson and unit plans with an emphasis on strategies for contextualizing teaching and learning. At the conclusion of this course and its linked courses, candidates are expected to be sufficiently prepared to design and implement lesson and unit plans in their first phase of student teaching. Enrollment in Semester 1. Prerequisite: Admission to the Single Subject Credential Program. Graded: Graded Student. Units: 4.0
EDTE 117A. Foundational Issues in a Pluralistic Society A. Critical analysis of purposes and processes of public schooling, including an examination of the sociopolitical relationship between public schools and society, and the relationship between culture, community, achievement, educational theory and practice. Emphasis on the social, cultural, historical and philosophical foundations of education; theories of learning; and ethno-cultural, social, emotional and cognitive development. Students examine their attitudes regarding gender, sexuality, race, language and ability. Students develop a philosophy of education for our multicultural and democratic society. Prerequisite: Admission to Multiple Subject Credential Program. Graded: Credit / No Credit. Units: 3.0
EDTE 200. Practicum in Decoding and Fluency: Assessment and Instruction. Research, practice, and issues related to decoding, spelling, and fluency instruction from preschool through adult with applications to classroom teaching. Includes a practicum for assessing and tutoring students having difficulty in decoding. Prerequisite: Graduate standing, valid teaching credential and current preservice reading course or equivalent. Graded: Graded Student. Units: 3.0
EDTE 201. Practicum in Comprehension: Assessment and Instruction. Research, practice and issues related to vocabulary, background knowledge, and comprehension and study strategies from preschool through adult with applications for classroom teaching. Topics include motivation, metacognition, and strategic reading. Analysis of formal and informal assessment measures with a focus on utility, reliability, and validity. In the practicum portion, teachers assess and tutor students with reading difficulties. Graded: Graded Student. Units: 3.0
EDTE 202. Language and Literacy Development in Multicultural Settings. Research and theory related to the nature of culture, first and second language acquisition, schooling and literacy development. Implications of the research and theory for working with pre-K children through adults in group contexts. Graded: Graded Student. Units: 3.0
EDTE 203. Teaching and Assessing Writing in the Pre-K through 12 Classroom. Writing assessment and instruction in pre-K through 12 classrooms and other settings is the dominant focus. Topics include research and theoretical models of composition, classroom-based instructional approaches to process writing instruction, writing assessment and writing strategies to improve reading comprehension and writing instruction in a social context. Graded: Graded Student. Units: 3.0
EDTE 205. Psychology and Sociology of Literacy Instruction. The major focus of the course is the investigation and understanding of the reading process, various theories that attempt to explain the process, and the implications of those theories for language and literacy development. These course emphases will be addressed through a seminar format comprised of a combination of lecture, group discussion and analysis, and student-led presentations. The literature review that will form part of the thesis or project will be a signature assignment that is a central part of this course. Graded: Credit / No Credit. Units: 3.0
EDTE 206. Leadership In Literacy. Provides field experiences for applying theoretical understandings about contemporary schooling policies, as well as a venue for expanding the role of leadership in literacy to meet the needs of the broader community. Also provides candidates with opportunities to incorporate understandings about literacy and the content of cultures to field actions related to their personal professional development. Graded: Graded Student. Units: 3.0
EDTE 207. Advanced Practicum in Reading Difficulties: Assessment and Intervention. Evaluation and use of materials and techniques for assessing and teaching decoding, spelling, and comprehension across ages, languages, developmental levels, and diverse backgrounds. Examination of models of reading disability and of intervention programs for students and adults with varying degrees of disability. Application through assessment, instruction, and compilation of a case study of a student or adult with reading and/or spelling difficulties. Permission of instructor required for those wishing to take the course as an elective. Graded: Graded Student. Units: 3.0
EDTE 209. Literature for the Diverse Pre- K through 12 Classroom: Issues, Models and Strategies. Analyze state and national issues related to the use of juvenile literature in schools. Evaluate models and strategies for employing quality literature (fiction and non-fiction) effectively in the Pre-K through 12 multicultural classroom. Building upon research and genre overview, each participant will develop instructional materials and strategies such as booklists, storytelling, textsets, read-alouds, and web-based literature activities for students and support materials for parents. Graded: Graded Student. Units: 3.0
EDTE 214. Classroom Assessment and School Accountability Issues. Focuses on classroom assessment, grounded in sound principles of measurement and evaluation of learning. Assessment is considered in the context of historical, social, political, legal, educational, and ethical trends, and concerns including reviews of socio-cultural diversity and individual differences as they relate to accurate appraisal of what learners know how to do. Graded: Graded Student. Units: 3.0
EDTE 219A. Intro To Information Services. Graded: Graded Student. Units: 3.0
EDTE 219G. Networks For School Lib Med Ct. Graded: Graded Student. Units: 2.0
EDTE 219K. Eval & Sel Learn Res & Info Se. Graded: Graded Student. Units: 3.0
EDTE 219L. Lit For Children/Lib Media Svc. Graded: Graded Student. Units: 3.0
EDTE 219M. Mgmt School Library Media Cent. Graded: Graded Student. Units: 3.0
EDTE 219N. Org Of Info & Learning Resourc. Graded: Graded Student. Units: 3.0
EDTE 219P. Lib Media Ctr+Core Curriculum. Graded: Graded Student. Units: 2.0
EDTE 219Z. Field Study School Librariansh. Graded: Credit / No Credit. Units: 2.0 - 4.0.
EDTE 220. Seminar in Mathematics Education. Research of mathematical instruction trends, problems of teaching math and successful mathematics programs. Graded: Graded Student. Units: 3.0
EDTE 221. Curriculum Development in Mathematics Education. Examining successful curricular materials and techniques for use with slow, average and rapid learners of mathematics, and programs directed at the non-college-bound population. Creating materials for exceptional as well as for average learners. Graded: Graded Student. Units: 3.0
EDTE 222. Teaching Mathematics in the Twenty-First Century. Investigation of issues and trends being faced by elementary and secondary teachers in California. An overall goal is to develop a significant body of examples of successful mathematics teaching, designed to be useful with learners from all of California's diverse student population. Graded: Graded Student. Units: 3.0
EDTE 225C. Theoretical Issues in Adult Literacies. Introduces students to current theories surrounding the pedagogies and politics of adult literacies within a wide variety of contexts, including community colleges, prisons, and community projects. Incorporates information on technological literacies, information literacies, cultural literacies, and multiliteracies. In addition, students will be partnered with community literacy experts and required to complete formal observations of adult reading classrooms throughout the semester, fostering collaboration between the local community and the university. Cross-listed: ENGL 225C; only one may be counted for credit. Graded: Graded Student. Units: 3.0
EDTE 226. Seminar: Strategies for Teachers. Seminar focuses on analyzing various teaching strategies used in classrooms, K-12. Teaching strategies will be analyzed to identify teacher competencies and learning outcomes. Additional attention will be given to appropriate classroom management strategies. Graded: Graded Student. Units: 3.0
EDTE 227. Seminar in Curriculum and Instruction, K-12. Individual and group study of current programs, issues, trends and research in elementary and secondary instruction and curricular areas. Graded: Graded Student. Units: 3.0
EDTE 228. Introduction to Ethnomathematics. Students will learn aspects of mathematical modeling used to uncover mathematics as used in non-school contexts, a basic premise to ethnomathematics is that the mathematics found in other traditions is strongly influenced by, indeed reflects, a given individual's cultural heritage and world view. Students examine alternative mathematical thought practices of other, mainly nonwestern cultures; consider how mathematical topics that include cultural connections to numbering and systems of organization, geometry and perceptions of time and space. Graded: Graded Student. Units: 3.0
EDTE 230. Introduction to Computers in the Classroom. Practical introduction to the use and applications of computer-based technologies in the Kindergarten-twelfth grade classroom. Major topics include basic computer terminology and functions, educational software evaluation and integration into instruction, using telecommunication, multimedia authoring and issues relating to the impact of computers in a democratic society. No prior experience with computers required. Graded: Graded Student. Units: 3.0
EDTE 232. Educational Applications of Computers. Examines how application programs such as word processing, database management, spreadsheets and presentation tools can be used as part of the teaching, management and learning processes. Also includes instruction on the setup and management of telecommunications and classroom networks. Prerequisite: EDTE 330 or EDS 291A and EDS 291B; or equivalent. Graded: Graded Student. Units: 3.0
EDTE 233. Teaching Problem-Solving with Educational Technology. Examines the theoretical presuppositions underlying the use of educational technology to teach problem-solving, conditions under which problem-solving opportunities are likely to arise, computer programming as a problem-solving medium and the potential of software programs designed to teach problem-solving skills. Includes Internet-based problem-solving and principles of distributed learning. Prerequisite: EDTE 232 or equivalent. Graded: Graded Student. Units: 3.0
EDTE 234. Curriculum and Staff Development with Educational Technology. Provides the student with an in-depth understanding of the principles and processes of analyzing curriculum for the purpose of integrating educational technology at the classroom, school and district levels. Students will analyze curricula, identify appropriate technology applications, and create plans for establishing, monitoring, and evaluating technology-based programs. Special emphasis will be placed on professional development. Prerequisite: EDTE 232 or equivalent. Graded: Graded Student. Units: 3.0
EDTE 235. Enhancing Curriculum with Multimedia and the Web. Provides the student with an in-depth understanding of the principles of multimedia and web-based design. Students will apply these principles to developing curriculum for the technology-infused classroom. Intensive hands-on experience in the development of web and multimedia including video based on principles of human information processing and aesthetics. Prerequisite: EDTE 232 or equivalent. Graded: Graded Student. Units: 3.0
EDTE 237. The Professional Lives of Teachers. Building upon the historical role of the position in society, the cultural influences that affect public and personal perception of teachers, the theoretical models of teaching, and research on teacher identity, participants will explore the continuum of a teacher's professional life (preservice, induction, professional growth, mentorship), teacher professionalism, and what teachers' professional lives look like in practice. Students will define their career stage and create a vision for the rest of their career in the field. Prerequisite: EDTE 226 and EDTE 251. Graded: Graded Student. Units: 4.0
EDTE 238. Professional Development of Teachers in Democratic Schools. Examines contemporary issues in professional development for teachers. Students learn specific foundations and procedures for professional development that have well-documented effects on student achievement, e.g., professional learning communities. Students also analyze and design appropriate strategies for implementing and evaluating professional development for the contexts in which they are teaching as well as for a variety of other settings. Prerequisite: EDTE 237. Corequisite: EDTE 239. Graded: Graded Student. Units: 4.0
EDTE 239. Schools and Schooling in a World of Policy and Practices. Beginning with a historical framework of reform, examines theories and models of school reform in the U.S. and international contexts. Students engage in researching and identifying how political and social forces impact the development of educational policy and reform initiatives. Using the lens of contemporary reform, students analyze recent school reform initiatives as well as the ideas and ideals of professional development within their own educational contexts. Graded: Graded Student. Units: 4.0
EDTE 242. Key Issues in National Board Certification. Through action research, professional reading and guided discussions, students will explore key elements of the National Board Standards including engaging student learning, assessment, decision making in lesson design, and identifying essential "big ideas" in content areas. Prerequisite: Admission to the Master of Arts In Education (Curriculum and Instruction) and the selection to the National Board Cohort. Graded: Graded Student. Units: 3.0
EDTE 250. Education Research. Studies qualitative and quantitative research methods in the field of education. Includes identification and formulation of research problems, research designs and presentation of reports representative of different research strategies. Prerequisite: EDTE 251 for students in uncohorted Curriculum and Instruction and Behavioral Sciences Gender Equity Studies Masters' Programs. Graded: Graded Student. Units: 3.0
EDTE 250I. Educational Research for IMET. Studies qualitative and quantitative research methods in the field of education with special emphasis on educational technology. Includes identification and formulation of research problems, research designs and presentation of reports representative of different research strategies. Prerequisite: Acceptance into Master of Arts (Educational Technology). Graded: Graded Student. Units: 3.0
EDTE 251. Education for a Democratic, Pluralistic Society. Advanced study of social and psychological issues which need to be considered in education relating to the client, the educator, the community and society. Addresses implications of theories of learning, assessment, individual differences, cultural, historical, philosophical, and social/political influences. Includes an overview of research and an introduction to APA formatting. Must be taken first semester in EDTE uncohorted Masters' program. Graded: Graded Student. Units: 3.0
EDTE 251I. Education for a Democratic, Pluralistic Society for IMET. Advanced study of social and psychological issues which need to be considered in education relating to the client, the educator, the community, and society. Addresses implications of theories of learning, assessment, individual differences, cultural, historical, philosophical, and social/political influences. Prerequisites: Acceptance into Master of Arts (Educational Technology). Graded: Graded Student. Units: 3.0
EDTE 262. Experiencing the Arts in Education. Involves experiencing, appreciating and generating the arts. Develops a creative, collaborative community for learning and teaching through the arts which will be sustained throughout the Master of Arts in Education (Curriculum and Instruction) and beyond. Prerequisite: Admission into the Masters of Arts in Education (Curriculum and Instruction) or instructor permission. Graded: Graded Student. Units: 3.0
EDTE 266. Women And Education. Examination and analysis of methods, practices and materials prevalent in educational institutions, at all levels and their ultimate effect on the female both as an individual and as a member of society. Students will examine the limiting factors in their own sex-role socialization and the dangers of perpetuating them in their own teaching. Graded: Graded Student. Units: 3.0
EDTE 267. The Human Brain and Its Function for Effective Teaching and Learning. Brain-based teaching and learning practices are related directly to the functions of the limbic system; the frontal, parietal, temporal and occipital lobes; and the reticular activating system, brainstem and vestibular apparatus. Students will understand why, from a brain perspective, certain learning/teaching practices are successful/unsuccessful. Prerequisite: Graduate status. Graded: Graded Student. Units: 3.0
EDTE 268. Gender Perspectives on Schooling, Past-Present. Examines gender dynamics within schools analyzing theories of education in order to understand the role of gender in schools, past and present. Using historical and philosophical lenses, female and male schooling experiences will be examined. The historical experiences of women of color will be of particular interest. We will also explore ideas and pedagogies associated with gay and lesbian theory, masculinity studies, and anti-oppressive education. Graded: Graded Student. Units: 3.0
EDTE 280. Fundamentals of Online Pedagogy. Introduces students to a variety of online instructional strategies and skills. Will include an introduction to distributed education, including synchronous and asynchronous modes of instruction, and their applications to instruction. Prerequisite: Acceptance into Master of Arts (Educational Technology). Graded: Graded Student. Units: 3.0
EDTE 281. Tools and the Curriculum. Seamlessly blends basic technological applications with established areas of the curriculum. Students will create and use word-processing, database, and spreadsheet applications as integrated facets of well-established teaching strategies. Learning and applying strategies to new and unique problem-solving situations is expected. Participants in this cluster will use a number of procedures that enhance the use of communication tools including e-mail, online learning, and multimedia. In the process, students evaluate and synthesize theories of learning best suited to developing new instructional strategies. Prerequisite: Acceptance into Master of Arts (Educational Technology). Graded: Graded Student. Units: 3.0
EDTE 282. Strategies for Application and Presentation. Develops techniques for presenting and teaching thinking skills and problem solving in schools. Students research social and cultural problems as well as local and curricular problems and apply teaching strategies that develop higher-order thinking processes. Inquiry and problem-based strategies are used and integrated with technological applications. Students design web-based units that focus on logic as well as creative thinking that lead toward a solution to curricular or social and cultural problems. Prerequisite: Acceptance into Master of Arts (Educational Technology). Graded: Graded Student. Units: 3.0
EDTE 283. Staff Development and Presentation Applications. Focuses on the need for staff development and on effective teaching practices. Explores the necessary elements that bring integrated technology to staff members. Students practice a variety of delivery methods for staff development that include multimedia, website references and hands-on integrated curricular activities that teachers can use immediately with the available technology. Prerequisite: Acceptance into Master of Arts (Educational Technology). Graded: Graded Student. Units: 3.0
EDTE 284. Problem Solving and Project Development. Students will focus on integrating curriculum, equity, and/or staff development strands into an overall educational technology implementation strategy. Complex problem-solving techniques, research, distributed learning, methodology, and evaluation will be emphasized. Prerequisite: Acceptance into Master of Arts (Educational Technology). Graded: Graded Student. Units: 3.0
EDTE 285. Technology and Modern Practices. Students will learn to understand, construct, and manage communications-based technologies in educational settings. Focuses on modern communications technology, terminology, educational practices, and instructional technology strategies. Emphasis will be placed on mentoring, management, and leadership. Prerequisite: Acceptance into Master of Arts (Educational Technology). Graded: Graded Student. Units: 3.0
EDTE 286. Special Topics in Educational Technology. Development and innovations in modern technology, especially as related to teaching and learning. Composition will vary from semester to semester and over time. However, it will consistently utilize cutting-edge technology to support teaching and learning. Prerequisite: Acceptance into Master of Arts (Educational Technology). Graded: Graded Student. Units: 3.0
EDTE 290. Seminar: Preparation of Master's Thesis/Project. Seminar course will focus on topics/elements/expectations to be included in the culminating experience: abstract writing, development of organizational schemes for the review of literature; format requirements; thesis/project planning; range and breadth of evidence for a comprehensive review; integrating the review with thesis/project; writing style and quality; revisions and critical feedback. Successful completion of the course requires the completion of Chapters 1 and 2 of the thesis/project and the beginning of Chapter 3. Graded: Credit/ No Credit Prerequisite: Approval of Master's Thesis Proposal or instructor permission Graded: Credit / No Credit. Units: 3.0
EDTE 296O. Introduction to Response To Intervention/Instruction (RT12). This is the first course of three with the purpose of providing participants with an introduction to Response to Intervention/Instruction (RT12). Participants will gain knowledge of the state laws behind RT12, current implementation models, critical components and best practices in implementing a RT12 system. This course will lay a solid foundation of knowledge for the proceeding two courses of the RT12 certificate program. Prerequisite: Must hold a minimum of a Bachelors Degree. Graded: Graded Student. Units: 2.0
EDTE 296P. Response To Intervention/Instruction (RT12): Assessment and Intervention. Response to Instruction/Intervention (RT12) is a proactive approach to student learning that uses data to determine student need, monitor student progress, and make decisions about instructional changes to maximize student achievement and to address behavioral concerns. This course will examine the various methods of data collection, data analysis and research-based interventions found in an RT12 framework. Participants will be involved in real world Case Studies to apply RT12 practices at individual, school, and district levels. Prerequisite: Student must hold a minimum of a Bachelors Degree. Graded: Graded Student. Units: 4.0
EDTE 296Q. Response to Intervention: Practical Application. This course is the culmination of courses EDTE 296O and EDTE 296P. It is a practicum course that will help students transfer new learning's from the previous two courses into a RTI plan of action for the classroom, site, or district. This course will help students further explore and research systems and practices in place at their site or district to help develop a RTI plan. Prerequisite: Student must hold a minimum of a Bachelors degree and have completed EDTE 296O and EDTE 296P with a minimum C- grade or better to enroll in this course. Graded: Graded Student. Units: 3.0
EDTE 299. Special Problems. Individual projects at graduate level especially for students capable of independent study. Admission by written approval of the instructor with whom the student will be working and the Department Chair. Graded: Credit / No Credit. Units: 1.0 - 3.0.
EDTE 300A. Teaching Performance Assessment-Multiple Subjects-Mathematics. Candidates in the Teacher Preparation Program must complete the Teaching Event for the Performance Assessment for California Teachers. The Teaching Event requires candidates to plan and teach an instructional sequence in their student teaching placement. They must also assess student learning during this lesson sequence and submit a videotape with material recorded during the lesson sequence. The Teaching Event is a summative assessment and one of several requirements that must be completed in order to receive a recommendation for a teaching credential. Prerequisite: Candidate in good standing in a teacher preparation program Corequisite: EDTE 430B or EDTE 434B Graded: Credit / No Credit. Units: 1.0
EDTE 300C. Teaching Performance Assessment-Single Subjects. Candidates in the Teacher Preparation Program must complete the Teaching Event for the Performance Assessment for California Teachers. The Teaching Event requires candidates to plan and teach an instructional sequence in their student teaching placement. They must also assess student learning during this lesson sequence and submit a videotape with material recorded during the lesson sequence. The Teaching Event is a summative assessment and one of several requirements that must be completed in order to receive a recommendation for a teaching credential. Prerequisite: Student must be in good standing in a teacher preparation program Corequisite: EDTE 470B or EDTE 474B Graded: Credit / No Credit. Units: 1.0
EDTE 310A. Pedagogy A: Classroom Instruction and Positive Management for Diverse Classrooms. Focus on the cycle of teaching: lesson planning, implementing, reflection and application. Introduction to classroom management and discipline; building a positive classroom community; creating a respectful, safe learning environment; gaining an understanding of professional attitudes, dispositions, expectations, and communication skills. Emphasis on differentiating instruction to individual needs of diverse learners. Opportunities that contribute to development of professional and ethical behaviors required of teachers. Field component will include observations of exemplary models of cycle of teaching in public school settings. Lecture one hour; field study two hours. Prerequisite: Enrollment in Multiple Subject Credential Program. Graded: Credit / No Credit. Units: 3.0
EDTE 310B. Pedagogy B. Reinforces the cycle of teaching: lesson planning, implementing, reflection and application at a deeper level. Intensive support for classroom management and discipline; disruptive behaviors; problem-solving with administrators, parents, at community level as child advocates. Differentiating instruction to individual needs of diverse learners. Scaffolding to support growth and development stages of learning-to-teach process and professional responsibilities. Expanded opportunities that contribute to development of professional and ethical behaviors required of a teacher. Infusion of e-portfolio development and the integration of technology. Graded: Credit / No Credit. Units: 2.0
EDTE 310C. Pedagogy C. Reinforces the cycle of teaching: lesson planning, implementing, reflection and application at a deeper developmental level. Intensive support for classroom management and discipline; disruptive behaviors; problem-solving communication with district administrators, parents at community level as child advocates. Emphasis on differentiating instruction to individual needs of diverse learners. Scaffolding to support growth and developmental stages of the learning-to-teach process and professional responsibilities. Infusion of e-portfolio development and the integration of technology. Prerequisite: Admission to Multiple Subject Credential Program. Successful completion of EDTE 310B. Graded: Credit / No Credit. Units: 1.0
EDTE 314. Mathematics Curriculum and Instruction for the Diverse K-8 Classroom. Focusing on a "meaning approach" to mathematics which prepares candidates to teach mathematics content standards for California public schools to all students, including English Learners and special needs; to use analytical and critical thinking skills in mathematics; and to infuse mathematics topics, themes, and concepts into other subject areas. Discussion, field visits, microteaching, demonstrations, presentations, and technological applications for mathematics will be included. Lecture two hours; field study one hour. Prerequisite: Admission to Multiple Subject Teacher Credential Program. Graded: Graded Student. Units: 3.0
EDTE 315. History-Social Science Curriculum and Instruction for the Diverse K-8 Classroom. Prepares teacher candidates in multiple subjects to teach the history-social science content standards for California public schools to all students, including English Learners and special needs; to use analytical and critical thinking skills in history and social science; and to integrate history-social science topics, themes, and concepts with other subject areas. Pedagogical topics include the use of timelines, maps, artifacts, case studies, simulations, literature, art, multiple perspectives, SDAIE, cooperative projects, and research activities. Lecture two hours; field study one hour. Prerequisite: Admission to Multiple Subject Teacher Credential Program. Graded: Graded Student. Units: 3.0
EDTE 316. Science Curriculum and Instruction for the Diverse K-8 Classroom. Knowledge of basic principles and strategies related to science education, incorporating an expanded treatment of science pedagogy, manipulatives, technological supports, accommodations, adaptive instructional techniques, and other strategies specially suited to the instruction of diverse student populations. Lecture two hours; field study one hour. Prerequisite: Admission to Multiple Subject Teacher Credential Program. Graded: Graded Student. Units: 3.0
EDTE 317. Visual and Performing Arts Methods for the Diverse K-8 Classroom. Prepares candidates in multiple subjects to teach the visual and performing arts content standards for California public schools to all students, including English Learners, and special needs students, through interrelated activities with involvement in specific teaching strategies which are effective in achieving the goals of developing artistic perception and creative expression, understanding the cultural and historical origins of the arts, making informed judgments about the arts, and understanding the arts connections and relationships across curriculum. Prerequisite: Admission to Multiple Subject Teacher Credential Program. Graded: Credit / No Credit. Units: 1.0
EDTE 319A. Language and Literacy I for the Diverse K-8 Classroom. Produces a working definition of literacy with implications for practice, and explores developmentally appropriate methods and materials for all learners including SDAIE adaptations for English Learners and special needs learners. Instructional strategies for teaching concepts about print, phonemic awareness, phonics, fluency, vocabulary, and comprehension of narrative text. Assessment that informs instruction; instruments to monitor literacy strengths, needs, interests, attitudes, and language development. Motivational factors that stimulate literacy development. Lecture two hours; field study one hour. Prerequisite: Admission to Multiple Subject Teacher Credential Program. Graded: Graded Student. Units: 3.0
EDTE 319B. Language and Literacy II for the Diverse K-8 Classroom. Extends understanding of literacy and the ability for planning and organizing literacy instruction to improve the performance of all learners, focusing on English Language and special needs learners. Addresses oral language and writing forms, purposes, patterns of discourse, and how learners compose text using visual structures. Comprehension and study strategies to make expository text accessible to all learners. Planning lessons to expand vocabulary, and interpreting assessment data on an on-going basis. Prerequisite: Successful completion of EDTE 319A. Graded: Graded Student. Units: 3.0
EDTE 329D. Helping Writing Happen. Graded: Extension Graded. Units: 1.0 - 3.0.
EDTE 330. Educational Technology Laboratory. Technology laboratory delivered in the form of mini workshops, a web-based resource center and one-on-one facilitation. Students will be supported as they develop a range of technology skills, build an electronic portfolio, and complete the technology assignments from course work and field experiences across their program. Prerequisite: Admission to Multiple Subject Credential Program. Graded: Credit / No Credit. Units: 1.0
EDTE 332. Assessment Center Laboratory for Multiple Subject Candidates. Individualized support to guide multiple subject candidates through the process of completing and submitting the culminating (PACT) Teaching Event and completion of their electronic portfolio. The signature assignments, formative PACT assessments and summative PACT Teaching Event represent a working electronic portfolio embedded throughout the credential program, and the summative component will be polished and formally submitted at the conclusion of the EDTE 332 laboratory course. Corequisite: EDTE 430B or EDTE 434B. Graded: Credit / No Credit. Units: 2.0
EDTE 334A. Principles of Teaching in a diverse K - 8 classroom - A. Course provides candidates with foundational knowledge to execute the Plan-Instruct-Assess-Reflect cycle of mindful teaching. Candidates will learn the theoretical foundations of teaching (learning theory, human development theory, multicultural education, inclusive and differentiated education, assessment frameworks, and models of teaching and curriculum planning), the history of public education in the U.S., and effective strategies and practices for educating all learners to rigorous outcomes, especially those who are English learners or who have special needs. Prerequisite: Admission to the Multiple Subject Teacher Credential Program Corequisite: EDTE 334B Graded: Graded Student. Units: 4.0
EDTE 334B. Principles of Teaching in a diverse K-8 classroom - B. In this course, candidates translate theories, concepts and frameworks presented in Principles of Teaching A into strategies and practices for instruction, assessment, and curriculum development in the K-8 classroom. Candidates will create activities, develop lesson and unit plans, and engage in simulations, peer teaching, and workshops. Workshop and discussion. Prerequisite: Admission to the Multiple Subject Teacher Credential Program Corequisite: EDTE 334A Graded: Graded Student. Units: 2.0
EDTE 335A. Advanced Principles of Teaching in a diverse K-8 classroom - A. This course deepens candidates' knowledge of theories and practices necessary to execute the Plan-Instruct-Assess-Reflect cycle of mindful teaching for diverse students. Candidates will expand their understanding of how theoretical frameworks for teaching (learning theory, human development theory, multicultural education, inclusive and differentiated education, assessment frameworks and models of teaching and curriculum planning) are applied in varied public school classrooms and contexts. Lecture and Discussion. Prerequisite: EDTE 334A and EDTE 334B Corequisite: EDTE 335B Graded: Graded Student. Units: 2.0
EDTE 335B. Advanced Principles of Teaching in a diverse K-8 classroom - B. In this course, candidates translate theories, concepts and frameworks presented in Advanced Principles of Teaching A into strategies and practices for instruction, assessment, and curriculum development in the K-8 classroom. Candidates will create activities, develop lesson and unit plans that integrate and apply various theories and frameworks for instruction. Candidates will design, lead and engage in simulations, peer teaching, and workshops. Workshop and discussion. Prerequisite: EDTE 334A and EDTE 334B Corequisite: EDTE 335A Graded: Graded Student. Units: 1.0
EDTE 364A. Theoretical Foundations of Teaching in a Multicultural Democratic Society, A. An introduction to critical analysis of the purpose and process of public schooling. Examination of the sociopolitical contexts of public schools and society; educational theories, philosophies, notions of culture, community and educational practice. Engagement with sociocultural, historical and philosophical foundations of education, learning theories, theories of adolescent cognitive and social development. Modalities include lecture and discussions. Prerequisite: Admission to the Single Subject Credential program. Graded: Graded Student. Units: 1.5
EDTE 364B. Theoretical Foundations of Teaching in a Multicultural Democratic Society, B. An introduction to critical analysis of the purpose and process of public schooling. Examination of the sociopolitical contexts of public schools and society; educational theories, philosophies, notions of culture, community and educational practice. Exploration of sociocultural, historical and philosophical foundations of education. Initial application of strategies and approaches associated with learning theories, theories of adolescent cognitive and social development. Modalities include discussion, simulation and activities. Prerequisite: Admission to the Single Subject Credential program Graded: Graded Student. Units: 1.5
EDTE 364C. Theoretical Foundations of Teaching in a Multicultural Democratic Society, C. Further study of the purposes and processes of public schooling. Candidates develop a philosophy of education for teaching in a multicultural, multilingual, and democratic society through self-examination of dispositions related to gender, sexuality, race, social class, language, religion/spirituality and ability. Modalities include lecture and discussions. Prerequisite: Admission into the Single Subject Credential Program; EDTE 364A and EDTE 364B Graded: Graded Student. Units: 1.5
EDTE 364D. Theoretical Foundations of Teaching in a Multicultural Democratic Society, D. Further study of the purposes and processes of public schooling. Candidates develop a philosophy of education for teaching in a multicultural, multilingual, and democratic society through self-examination of dispositions related to gender, sexuality, race, social class, language, religion/spirituality and ability. Modalities include discussions, small group tasks, group projects and simulations. Prerequisite: Admission into the Single Subject Credential Program; EDTE 364A and EDTE 364B Graded: Graded Student. Units: 1.5
EDTE 365A. Fundamentals of Teaching, A. This course introduces the relationship between elements of teaching and instructional organization to effectively teach in culturally and linguistically diverse and inclusive secondary classrooms through the use of backwards design, Universal Design for Learning, and differentiated instruction. The focus will be grounded in a Social Justice/Multicultural paradigm. Emphasis will include students' development as a teacher, curriculum development, long and short-term planning, and specific theories for instructional practice. Lecture and Discussion. Prerequisite: Admisson into Single Subject Teacher Preparation Program Corequisite: EDTE 365B Graded: Graded Student. Units: 1.5
EDTE 365B. Fundamentals of Teaching, B. This course introduces the relationship between elements of teaching and instructional organization to effectively teach in culturally and linguistically diverse and inclusive secondary classrooms through the use of backwards design, Universal Design for Learning, and differentiated instruction. The focus will be grounded in a Social Justice/Multicultural paradigm. Emphasis will be on application of theories and frameworks learned in EDTE 365A, with a focus on students' development as a teacher, curriculum development, long and short-term planning, and assessing student learning. Discussion, small group work and simulations. Prerequisite: Admission into Single Subject Teacher Preparation Program Corequisite: EDTE 365A Graded: Graded Student. Units: 1.5
EDTE 365C. Fundamentals of Teaching, C. Extends learning in EDTE 365A/B with deeper examination of the relationship between elements of teaching and instructional organization needed to effectively teach in culturally and linguistically diverse and inclusive secondary classrooms through the use of backward design, Universal Design for Learning, differentiated instruction and assessment. The focus will be grounded in a Social Justice/Multicultural paradigm. Emphasis will include students' development as teacher through exploration of curriculum development frameworks, long-and short-term planning approaches, specific theories for instructional practice and assessment. Lecture and discussion. Prerequisite: EDTE 365A and 365B Corequisite EDTE 365D Graded: Graded Student. Units: 1.5
EDTE 365D. Fundamentals of Teaching, D. Extends learning in EDTE 365A, B and C by deepening knowledge about the relationship between elements of teaching and instructional organization. Focus on effective teaching for culturally and linguistically diverse and inclusive secondary classrooms through the use of backward design, Universal Design for Learning, differentiated instruction and assessment. Instructional framework will be grounded in a Social Justice/Multicultural paradigm. Emphasis will include students' development as a teacher including application of curriculum development theories, long-and short-term planning frameworks and specific theories for instructional practice and assessment. Discussion, small group work and simulations. Prerequisite: EDTE 365A and 365B Corequisite EDTE 365C Graded: Graded Student. Units: 1.5
EDTE 366A. Single Subject Seminar, A. First of a two-course sequence providing structured opportunities for student teachers to discuss, analyze, and reflect upon data gathered from field placements. Attention given to policies, school law, resources, strategies, routines, and activities that contribute to the productive management of the school land classroom as location for student engagement and learning. Special emphasis will be on English Language Development and students with special needs. Course assignments and activities are integrated with other core courses. Prerequisite: Acceptance into Single Subject Teacher Credential program Corequisite: EDTE 474A Graded: Graded Student. Units: 3.0
EDTE 366B. Single Subject Seminar, B. Second part of a two-part sequence that provides opportunities for student teachers to discuss, analyze, reflect upon data gathered from field placements and to support completion of PACT teaching event. Attention given to policies, school law, resources, strategies, routines and activities that contribute to productive environments in school and classrooms as locations for student engagement and learning. Special emphasis will be on English Language Development and students with special needs. Course assignments and activities are integrated with other core courses. Prerequisite: EDTE 366A Corequisite: EDTE 474B Graded: Credit / No Credit. Units: 3.0
EDTE 368. Inclusive Education in Secondary Schools. This course provides candidates with historical, theoretical and practical information related to key issues facing secondary public schooling currently, including how to educate learners with special needs, differentiate instruction in the content areas, develop assessments that fairly and accurately measure student learning, and use universal design to structure classroom and school practices, processes and policies to maximize access to core content for all students, regardless of language or ability. Lecture and discussion. Prerequisite: Admission to the Single Subject Credential Program Graded: Graded Student. Units: 1.0
EDTE 371A. Schools and Community A. First part of a 2-course sequence that provides structured opportunities for student teachers to discuss, analyze, reflect upon data gathered from field placements. Emphasis on issues related to English language development, special needs students, cycle of teaching, school law pertaining to students, professional and ethical behaviors required of teachers. Management strategies and activities that contribute to the classroom/school. Students will develop equitable and positive management plans and reflect on their effectiveness during field experiences. Prerequisite: Acceptance into the Sacramento State Single Subject Teaching Credential Program. Corequisite: EDTE 470A. Graded: Credit / No Credit. Units: 4.0
EDTE 371B. Schools and Community B. Second part of a 2-course sequence that provides structured opportunities for student teachers to discuss, analyze, and reflect upon data gathered from field placements. Emphasis on issues related to English language development, special needs students, cycle of teaching, school law pertaining to students, professional and ethical behaviors required of teachers. Management strategies and activities that contribute to the classroom/school. Students will develop equitable and positive management plans and reflect on their effectiveness during field experiences. Prerequisite: EDTE 371A. Corequisite: EDTE 470B. Graded: Credit / No Credit. Units: 4.0
EDTE 371C. Schools and Community C. First part of a 3-course sequence that provides structured opportunities for student teachers to discuss, analyze, and reflect upon data gathered from their observation placements. Become familiar with university, community and school resources with emphasis on issues related to English language development and special needs in multicultural settings, grades 7-12. Begin to identify components necessary for an effective, equitable classroom management system and on the professional and ethical behaviors required of a teacher. Prerequisite: Acceptance into the Sacramento State Single Subject Teaching Credential Program. Graded: Credit / No Credit. Units: 3.0
EDTE 371D. Schools and Community D. Second part of a 3-part sequence provides structured opportunities for student teachers to discuss, analyze, reflect upon data gathered from field placements. Continued emphasis on issues related to English language development, special needs students, cycle of teaching, school law pertaining to students, professional and ethical behaviors required of teachers. Attention to management strategies and activities that contribute to classrooms/schools. Students will develop equitable, positive management plans and reflect on their effectiveness during their field experiences. Prerequisite: EDTE 371C. Corequisite: EDTE 470A. Graded: Credit / No Credit. Units: 3.0
EDTE 371E. Schools and Community E. Third part of a 3-part sequence. Provides structured opportunities for student teachers to discuss, analyze, and reflect upon data gathered from field placements. Attention to policies, school law including teachers' rights and responsibilities, resources, strategies, routines, and activities that contribute to productive management of the school and classroom. Students will reflect on the effectiveness of the equitable and positive management plan they implement in their field placements. Special emphasis on issues related to English Language Development, Special Needs students, the cycle of teaching and selection of artifacts for the professional portfolio. Prerequisite: EDTE 371C and EDTE 371D. Corequisite: Enrollment in EDTE 470B. Graded: Credit / No Credit. Units: 2.0
EDTE 372. Anthropology Of Education. Applies educational anthropology to the cultural context of schooling, including factors contributing to social inequality and the conditions necessary for social justice. Introduction to a wide array of topics, including the "embeddedness" of classrooms as contact zones, curricular differentiation, classroom instruction, identity formation, and peer influence from a multiplicity of theoretical, substantive, methodological, and political perspectives, providing credential candidates the opportunity for personal reflection and professional growth. Prerequisite: Acceptance into the Sacramento State Single Subject Teaching Credential Program. Enrollment in semester one. Graded: Graded Student. Units: 3.0
EDTE 373A. Assessment Center Laboratory I. Individualized support for the infusion of technology into teaching. Support for students as they build an electronic portfolio. Prerequisite: Admission to the Single Subject Credential Program. Corequisite: Enrollment in Semester 1 of the Single Subject Credential Program. Graded: Credit / No Credit. Units: 1.0
EDTE 373B. Assessment Center Laboratory II. Individualized support for the infusion of technology into field experiences. Support for students as they build an electronic portfolio. Through consultation with field supervisors/liaisons, assessment center instructor will also provide individualized support for the completion of the TPA tasks. Prerequisite: Admission to the Single Subject Credential Program. Enrollment in semester two. Graded: Credit / No Credit. Units: 2.0
EDTE 383. Secondary School English and Speech. Curriculum, methods and materials of teaching English at the secondary level; analysis of the implications of research, student development and demonstration of methods and materials. Articulated with student teaching and should be taken the same semester. Graded: Graded Student. Units: 3.0
EDTE 383A. Methods in English Education, A. A critical course for English teaching preparation, educational experiences will promote understandings, attitudes and competencies necessary for effective instruction in English Language Arts and literacy in grades 7-12. Candidates acquire skills related to literacy assessment, text selection, and lesson/unit planning designed to meet the needs of all learners, including mainstream populations, English learners and students with special needs. Students are provided with opportunities to acquire skills, knowledge, practice, and experience planning for and teaching secondary English language arts and literacy. Lecture and discussion. Prerequisite: Admission to the Single Subject Teacher Credential Program Corequisite: EDTE 474A Graded: Graded Student. Units: 1.5
EDTE 383B. Methods in English Education, B. A critical course for English teaching preparation, educational experiences will promote understandings, attitudes and competencies necessary for effective instruction in English Language Arts and literacy in grades 7-12. Candidates acquire skills related to literacy assessment, text selection, and lesson/unit planning designed to meet the needs of all learners, including mainstream populations, English learners and students with special needs. Students are provided with opportunities to acquire skills, knowledge, practice, and experience planning for and teaching secondary English language arts and literacy. Lecture and discussion. Note: This course is the second in a two course series Prerequisite: EDTE 383A Corequisite: EDTE 474B Graded: Graded Student. Units: 1.5
EDTE 384. Instruction and Assessment of Academic Literacy. Provides teacher candidates with the knowledge and skills required to teach in 7-12 content area classrooms. Candidates acquire skills related to literacy assessment, text selection, and formulating lesson plans to meet the needs of all learners. Students will develop understanding of aspects of literacy instruction, including reading strategies. Special attention will be given to English language learners and students with special needs. Prerequisite: Admission to Single Subject Credential Program. Graded: Graded Student. Units: 3.0
EDTE 384A. Instruction and Assessment of Academic Literacy, A. Introduction to foundational understandings, attitudes and competencies necessary for effective instruction of academic language and literacy in 7-12 content area classrooms. Candidates acquire skills related to literacy assessment, text selection, and lesson planning designed to meet the needs of all learners, including mainstream population, English learners and students with special needs. Candidates develop an awareness of what constitutes effective content literacy instruction and a beginning repertoire of strategies to help students meet the demands of content reading, writing and discussion. Lecture and discussion. Prerequisite: Admission to the Single Subject Teacher Credential Program Graded: Graded Student. Units: 1.5
EDTE 384B. Instruction and Assessment of Academic Literacy, B. Further study of what constitutes effective instruction of academic language and literacy in 7-12 content area classrooms. Candidates hone skill s related to literacy assessment, text selection, and lesson planning designed to meet the needs of all learners, including mainstream populations, English learners and students with special needs. Candidates apply effective content literacy instruction (pre, during and post reading and writing strategies) and add to their knowledge of how to support students meet the demands of content reading, writing and discussion. Lecture and discussion. Prerequisite: EDTE 384A Graded: Graded Student. Units: 1.5
EDTE 385. Foreign Languages in the Secondary School. Problems of teaching foreign language; evaluation of methods in the light of objectives; discussion of techniques and source materials. Should be taken prior to or with student teaching. Discussion, participation in such classroom activities as panel discussions, presentations and demonstrations. Cross listed: FORL 385 Graded: Graded Student. Units: 3.0
EDTE 385A. Methods in World Language Education, A. This course is designed for candidates who are preparing to teach world languages in secondary school settings in California public schools. Candidates will learn about current theoretical bases for second-language acquisition and how such theories inform classrooms practice. Candidates have introductory opportunities to practice principles of learning from which teachers can draw as they make decisions about instruction. Lecture, discussion and simulation. Prerequisite: Admission into the Single Subject Teacher Credential Program Corequisite: EDTE 474A Cross Listed: FORL 385A Graded: Graded Student. Units: 1.5
EDTE 385B. Methods in World Language Education, B. This course continues learning initiated in 385A and is designed for candidates who are preparing to teach world languages in secondary school settings in California public schools. Candidates will learn additional methodologies for planning and delivering instruction in world languages. Candidates will practice instructional strategies and will design lessons. Candidates will implement assessments that capture student learning of key world language outcomes, including oral language and written language development and reading fluency. Strategies for teaching cultural appreciation are also embedded. Lecture, discussion and simulation. Prerequisite: EDTE 385A or FORL 385A Corequisite: EDTE 474B Cross Listed: FORL 385B Graded: Graded Student. Units: 1.5
EDTE 386. Secondary School Mathematics. Analyzes objectives and organization of instructional materials for secondary school mathematics; critical examination of experimental mathematics programs. Articulated with student teaching and should be taken the same semester. Activities include discussions, presentations and demonstrations. Graded: Graded Student. Units: 3.0
EDTE 386A. Methods in Mathematics Education, A. First part of a two-course sequence that provides instruction to organize instructional materials, techniques of presentation and methods of evaluation for secondary school mathematics. Articulated with student teaching and should be taken the same semester. Activities include discussions, presentations and demonstrations. Prerequisite: Admission to Single Subject Teacher Credential Program Graded: Graded Student. Units: 1.5
EDTE 386B. Methods in Mathematics Education, B. Second part of a two-couse sequence that provides continuation of organization of instructional materials, techniques of presentation and methods of evaluation for secondary school mathematics. Articulated with student teaching and should be taken the same semester. Prerequisite: EDTE 386A Graded: Graded Student. Units: 1.5
EDTE 387. Social Studies for the Secondary School. Curriculum arrangements, instructional methods-materials, recent developments and trends in secondary school social studies. Emphasis upon integrated teaching utilizing each of the social sciences disciplines. Discussion, participation in such classroom activities as panel discussions, presentations and demonstrations. Graded: Graded Student. Units: 3.0
EDTE 387A. Methods in History/Social Science Education, A. First of a two-part field and lecture-based course which will prepare candidates to teach history-social science content and analysis skills to secondary students, particularly those who are culturally and linguistically diverse, have special needs, or are English learners. Focus on identifying and evaluating curricular resources and instructional strategies that emphasize the active use of critical thinking skills and the development of civic values for informed participation in a democratic society. Prerequisite: Admission into the Single Subject Teacher Credential Program Corequisite: EDTE 474A Graded: Graded Student. Units: 1.5
EDTE 387B. Methods in History/Social Science Education, B. Second of a two-part field and lecture-based course which will prepare candidates to teach history-social science content and analysis skills to secondary students, particularly those who are culturally and linguistically diverse, have special needs, or are English learners. Focus on implementing curriculum and instructional strategies and assessing student mastery of grade-level content and skills that are central to history-social science disciplines. Prerequisite: EDTE 387A Corequisite: EDTE 474B Graded: Graded Student. Units: 1.5
EDTE 388. Secondary School Science. Techniques of presentation and methods of evaluation of secondary school science; should be articulated with student teaching. Activities include discussions, presentations, and demonstrations. Graded: Graded Student. Units: 3.0
EDTE 388A. Methods in Science Education, A. First part of a two-course sequence that provides introduction to organization of instructional materials, techniques of presentation, and methods of evaluation for secondary school science. Articulated with student teaching and should be taken the same semester. Activities include discussion, presentations and demonstrations. Prerequisite: Admission to Single Subject Teacher Credential Program Corequisite: EDTE 474A Graded: Graded Student. Units: 1.5
EDTE 388B. Methods in Science Education, B. Second part of a two-course sequence that provides introduction to organization of instructional materials, techniques of presentation, and methods of evaluation for secondary school science. Articulated with student teaching and should be taken the same semester. Activities include discussion, presentations and demonstrations. Prerequisite: EDTE 388A Corequisite: EDTE 474B Graded: Graded Student. Units: 1.5
EDTE 420A. Student Teaching: Multiple Subject Credential. Two semesters of student teaching multiple subjects in public school classrooms providing experiences at two grade levels and with different cultural groups. Intensive, realistic experiences with continuous and varied responsibilities. This first semester student teaching with integrated methods course work requires half-day participation. Experiences in classroom teaching and participation in many of the out-of-class duties of a teacher. Prerequisite: Admission to Teacher Preparation Program. Graded: Credit / No Credit. Units: 4.0
EDTE 420B. Student Teaching: Multiple Subject Credential. Second semester student teaching with integrated methods course work requires full-day participation of the student. Emphasis on classroom teaching and further experience with community services. Prerequisite: Admission to Teacher Preparation Program. Graded: Credit / No Credit. Units: 10.0
EDTE 430A. Student Teaching I: Basic Pathway. One semester of teaching multiple subjects in a public school setting with diverse learners. This first semester of student teaching is completed concurrently with integrated coursework. Prerequisite: Enrollment in Multiple Subject Credential Program. Graded: Credit / No Credit. Units: 5.0
EDTE 430B. Student Teaching II: Basic Pathway. One semester of teaching multiple subjects in a public school setting with diverse learners. This second semester of student teaching is completed concurrently with integrated coursework and focuses primarily on planning, implementing, and assessing instruction for whole classes of students. Prerequisite: Successful completion of EDTE 430A. Graded: Credit / No Credit. Units: 7.0
EDTE 431A. Student Teaching I - Multiple Subject Credential: BETEP Pathway. One semester of teaching multiple subjects in a public school classroom with diverse learners. First semester of student teaching (EDTE 431A) is completed concurrently with integrated course work and focuses primarily on planning, implementing and assessing instruction for small groups. Prerequisite: Admission to Multiple Subjects Credential Program. Graded: Credit / No Credit. Units: 2.0
EDTE 431B. Student Teaching II - Multiple Subject Credential: BETEP Pathway. One semester of teaching multiple subjects in a public school classroom with diverse learners. Second semester of student teaching is completed concurrently with integrated course work and focuses primarily on planning, implementing and assessing instruction for whole classes of students. Prerequisite: Successful completion of EDTE 431A. Graded: Credit / No Credit. Units: 4.0
EDTE 432. Student Teaching - Multiple Subject Credential: Evening Pathway. One semester of teaching multiple subjects in a public school classroom with diverse learners. This semester of student teaching is completed concurrently with integrated course work and includes planning, implementing and assessing instruction for small groups and whole classes of students. Prerequisite: Admission to Multiple Subject Credential Program. Graded: Credit / No Credit. Units: 14.0
EDTE 433A. Intern Teaching I - Multiple Subject Credential: Intern Pathway. One semester of teaching multiple subjects in a public school classroom with diverse learners. This semester of student teaching is completed concurrently with integrated course work and focuses primarily on planning, implementing and assessing instruction for small groups. Prerequisite: Admission to Multiple Subject Credential Program. Graded: Credit / No Credit. Units: 3.0
EDTE 433B. Intern Teaching II - Multiple Subject Credential: Intern Pathway. One semester of teaching multiple subjects in a public school classroom with diverse learners. This semester of student teaching is completed concurrently with integrated course work and focuses primarily on planning, implementing and assessing instruction for whole classes of students. Prerequisite: Successful completion of EDTE 433A. Graded: Credit / No Credit. Units: 6.0
EDTE 434A. Field Experience for Elementary Teachers. Candidates complete field experience in public school classrooms concurrently with integrated coursework. Field experiences focus primarily on observing model lessons and activities and on collaborative planning, implementing and assessing instruction for small groups of students. Prerequisite: Admission to the Multiple Subject Credential program Graded: Graded Student. Units: 2.0
EDTE 434B. Student Teaching for Elementary Teachers. One semester of teaching multiple subjects in a public school setting with diverse learners. This final semester of student teaching is completed concurrently with integrated coursework and focuses primarily on planning, implementing and assessing instruction for whole classes of students. Prerequisite: EDTE 434A Graded: Credit / No Credit. Units: 4.0
EDTE 470A. Student Teaching I: Secondary Schools. Provides candidates with field experiences of increasing complexity and responsibility as they engage in cycles of teaching. Public school assignment in a secondary school serving culturally and linguistically diverse community for one university semester with three periods of responsibility: English learner class, single subject content class, and an observation/consultation period. Observations and supervised teaching experiences will be systematic and structured. Prerequisite: Acceptance into the Sacramento State Single Subject Teaching Credential Program. Corequisite: Enrollment in EDTE 371A or EDTE 371D. Graded: Credit / No Credit. Units: 6.0
EDTE 470B. Student Teaching II: Secondary Schools. Provides candidates with field experiences of increasing complexity and responsibility as they engage in cycles of teaching. Experiences will be systematic and structured. Student teachers will be placed for the public school's semester at a school serving linguistically and culturally diverse students. Candidates become more independent with primary responsibility for cycle of teaching with equivalent of three periods supervised teaching and one consultation period. Prerequisite: The successful completion of EDTE 470A. Corequisite: Enrollment in EDTE 371B or EDTE 371E. Graded: Credit / No Credit. Units: 12.0
EDTE 470C. Internship Teaching: Secondary Schools. Required for candidates in internship assignments in their final semester of the Single Subject Program while concurrently enrolled in program integrated course work. Interns will be full-time teachers with district and University teaching and assessment responsibilities. The primary focus of the Intern will be the "cycle of teaching": plan, teach, assess, and reflect. Prerequisite: The successful completion of EDTE 470A and program courses leading to the final semester of the Single Subject Credential Program and approval for an internship position. Corequisite: Enrolled in final semester of Single Subject Teaching Credential Program. Graded: Credit / No Credit. Units: 17.0
EDTE 471A. Elementary Physical Education Student Teaching. The elementary physical education teacher will be placed in a setting where he/she is able to plan, implement, promote and assess a developmentally appropriate physical education program that meets the diverse needs, interests and abilities of elementary school children, K-6. Prerequisite: Acceptance into the Sacramento State Single Subject Teaching Credential Program. Graded: Credit / No Credit. Units: 5.0
EDTE 471B. Secondary Physical Education Student Teaching. The secondary physical education student teacher will be placed in a setting where he/she is able to plan, implement, promote and assess a developmentally appropriate physical education program that meets the diverse needs, interests and abilities of secondary school children, 6-12. Prerequisite: The successful completion of EDTE 471A. Graded: Credit / No Credit. Units: 4.0
EDTE 474A. Field Experiences in Secondary Schools. Provides candidates with field experiences of increasing complexity and responsibility as they engage in cycles of teaching. Public school assignment in a secondary school serving culturally and linguistically diverse community for one university semester with three periods of responsibility: English learner class, single subject content class and an observation/consultation period. Observations and supervised teaching experiences will be systematic and structured. Prerequisite: Admission into the Single Subject Teaching Credential Program Corequisite: EDTE 366A and (FORL 385A or EDTE 385A) to be enrolled in this course Graded: Credit / No Credit. Units: 3.0
EDTE 474B. Student Teaching in Secondary Schools. Candidates engage in student teaching, taking on tasks of increasing complexity and responsibility as they perform cycles of teaching. Student teaching will be systematic and structured. Student teachers will be placed for the public school's semester at a school serving linguistically and culturally diverse students. Candidates become more independent with primary responsibility for cycle of teaching with equivalent of three periods supervised teaching and one consultation period. Prerequisite: EDTE 474A; all subject matter competence and basic skills requirements met, per CTC program standards Corequisites: EDTE 366B and (FORL 385B or EDTE 385B) Graded: Credit / No Credit. Units: 4.0
EDTE 503. Culminating Experience: Language and Literacy. Completion of a thesis or project approved for the Master's degree. Prerequisite: EDTE 250; Advanced to candidacy and permission of his/her faculty advisor and the department chair one full semester prior to registration Graded: Thesis in Progress. Units: 3.0
EDTE 505. Culminating Experience: Curriculum and Instruction. Completion of a thesis or project approved for the Master's degree. Prerequisite: Advanced to candidacy and permission of his/her faculty advisor and the department chair one full semester prior to registration. EDTE 250 and EDTE 290. Graded: Thesis in Progress. Units: 3.0
EDTE 506. Culminating Experience: Behavioral Sciences - Women's Studies. Completion of a thesis or project approved for the Master's degree. Prerequisite: Advanced to candidacy and permission of his/her faculty advisor and the department chair one full semester prior to registration. EDTE 250 and EDTE 290. Graded: Thesis in Progress. Units: 3.0
EDTE 507. Culminating Experience: Educational Technology. Completion of a thesis or project approved for the Master's degree. Prerequisite: Advanced to candidacy and permission of the faculty advisor and department chair one full semester prior to registration. Graded: Thesis in Progress. Units: 3.0