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SUMMARY

This list is not a guide for course selection. It was created to give you a peek at the program’s academic offerings. For official program requirements, please see the current course catalog.

Core Courses (42 units)

This is a course designed to introduce and explore the educational paradigm historically and philosophically. Candidates survey curriculum practices, teacher effectiveness, and the concepts and issues related to K-12 education. Development of personal knowledge base and understanding of the following areas will be enhanced: 1) the competing purposes and values of schools in our society; 2) the nature of the teaching profession; 3) the related impact of local, state, and federal government policies on schools; 4) current educational issues related to health, safety, laws, and protection; and 5) effective instructional design. Field experience will be required in the area of observation. The candidates will be introduced to the vital character traits associated with effective teachers.

This foundational course prepares the candidate to assess students’ language levels, make appropriate lesson plans, develop methods to help the student learn to read and write, and evaluate the student’s progress toward being able to read and write the English language. The historical significance of vocabulary will be discussed, including Greek, Latin, and Anglo-Saxon roots. The candidate will learn to make these applications for students with different grade and age levels. This course helps all subject area and grade level teachers to implement reading, writing, listening, and speaking across the curriculum. Single subject candidates will focus their curriculum and content design in their selected credential area. Single subject courses will be noted on transcript by the unique category as part of the course code.

This course focuses on explanations of how people learn, including people representing ethnic and cultural diversity. Theories and research are included with an emphasis on practical applications, such as methods used to improve learning and teaching and how learning relates to motivation, personality, development, creativity, and perception. The appropriate developmental needs associated with child, adolescent, and young adult years within grades PreK-12 will be evaluated. Current brain-based research and its application are reviewed.

This course enables future teachers to examine a broad overview of concepts and issues related to multicultural education and the implications for teachers in a pluralistic society. Candidates will learn concepts and strategies for infusing cultural understanding into the learning environment, across all subject areas, grade levels, and learning contexts. Candidates will reflect upon the new and develop a multicultural perspective in their role as a teacher. Candidates will be informed in culturally relevant pedagogy and the distinct needs of diverse students. This course prepares candidates to provide content-specific and developmentally appropriate instructional practices that create equal access for all learners within a variety of learning contexts.

This course is designed for teaching candidates to learn methods and curriculum planning for teaching and learning in public/private elementary, middle, and high schools. The primary focus will be placed on learning best practices related to designing instruction, providing universal access, and evaluation. Each candidate will be required to demonstrate how language arts will be taught across the curriculum. Multiple subject candidates will focus their curriculum and content design in math and science (including statistics and probability). Single subject candidates will focus their curriculum and content design in their selected credential area. Single subject courses will be noted on transcript by the unique category as part of the course code.

This course is designed for teaching candidates to learn methods and curriculum planning for teaching and learning in public/private elementary, middle, and high schools. The primary focus will be placed on learning best practices for maintaining effective learning environments and utilizing effective classroom management within the subject area(s). Each candidate will be required to demonstrate how language arts will be taught across the curriculum. Multiple subject candidates will focus their curriculum and content design in visual and performing arts, social science, history, physical education, and health. Single subject candidates will focus their curriculum and content design in their selected credential area. Single subject courses will be noted on transcript by the unique category as part of the course code.

Serving as a classroom assistant, the student will learn about the dynamics of classroom preparation and instruction. The student will demonstrate specific pedagogical skills for subject matter instruction, the interpretation and use of assessments, making content accessible to students, developmentally appropriate teaching practices, and effective teaching for English learners. The content and field experience will prepare candidates with the skills necessary for the Teaching Performance Assessment (TPA).

This course is designed to introduce candidates to research methods in the social sciences and prepare them to effectively complete their Research Project paper. Candidates will learn about the core elements of a research study and how to locate, dissect, and critically evaluate the quality of evidence in published literature. By the end of this course, the candidate should be able to conceptualize a research problem, develop a literature-based argument/solution regarding that problem, and discuss a theoretical framework for the problem and argument. Furthermore, candidates will be able to understand and distinguish qualitative and quantitative sociological research techniques they can utilize in the K-12 classroom and school.

This course will allow candidates to practice and demonstrate how to appropriately design instruction and design, implement, and analyze assessments within a variety of grade levels and subject areas. The latest research on effective research will also be evaluated. The course will provide support and sharing of best practices among student teachers where strategies and value added experiences can be collaborated.

Connected to the course is the seven week full-day student teaching field experience. Candidates will teach under the guidance of a Jessup supervisor with the cooperation of a credentialed master teacher in a traditional classroom. In the field candidates should experience preparation, instruction, assessment, cumulative files, STAR results, IEPs, SSTs, RTI, PLC, faculty meetings, and a variety of educational experience relevant to the individual school or district. At least one of the student teaching placements must be in a Title I diverse school/district. Multiple subject candidates are required to have one placement in a lower elementary (K-3) grade and another in an upper elementary (4-8) grade that is self-contained. Single subject candidates must have two separate placements within their desired subject area that require a separate grade level or prep.

The course is open to multiple subject and single subject credential candidates who have met all requirements according to the student teaching application and the student teaching handbook. The candidate will prepare the Designing Instruction Task and the Assessing Learning Task of the California Teaching Performance Assessments. Candidates must pass the each TPA by a score of 3 or 4.

This course will allow candidates to practice and demonstrate how to appropriately design instruction and design, implement, and analyze assessments within a variety of grade levels and subject areas. The latest research on effective research will also be evaluated. The course will provide support and sharing of best practices among student teachers where strategies and value added experiences can be collaborated.

Connected to the course is the seven week full-day student teaching field experience. Candidates will teach under the guidance of a Jessup supervisor with cooperation of a credentialed master teacher in a traditional classroom. In the field candidates should experience preparation, instruction, assessment, cumulative files, STAR results, IEPs, SSTs, RTI, PLC, faculty meetings, and a variety of educational experience relevant to the individual school or district. At least one of the student teaching placements must be in a title 1 diverse school/district. Multiple subject candidates are required to have one placement in a lower elementary (K-3) grade and another in an upper elementary (4-8) grade that is self-contained. Single subject candidates must have two separate placements within their desired subject area that require a separate grade level or prep.

The course is open to multiple subject and single subject credential candidates who have met all requirements according to the student teaching application and the student teaching handbook. The candidate will prepare the Culminating Teaching Experience of the California Teaching Performance Assessments. Candidates must pass this TPA by a score of 3 or 4.

This course is designed to introduce candidates to research methods in the social sciences and prepare them to effectively utilize data and data analyses as K-12 practitioners. Candidates will learn about the kinds of data sources they will typically encounter as K-12 educator and the appropriate uses of that data. Basic quantitative and qualitative analysis skills and tools will be learned. During this course, candidates will simultaneously finalize chapter one of the Research Project paper.

In this course, candidates will complete their capstone project in coordination with their project mentor. This independent study course guides students through the process of completing their literature review; crafting practice, research and policy recommendations for the field of education based on that literature; and finalizing and presenting their project paper. Working directly with the assigned project mentor and structured on each candidate’s individual progress, topics may include developing a theoretical argument, identifying a theoretical framework, crafting recommendations, and writing techniques (word choice, advanced grammar, etc.). Plagiarism and citation of sources are also covered. Individualized attention is an integral part of the course.

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