2007-2009 Catalog
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Single Subject Credential Level 1 Program
Single Subject Credential Level II
M.S. in Education (Secondary Education Concentration)
Secondary Education Courses
Dept Homepage


DEAN
Claire C. Cavallaro

SECONDARY EDUCATION
DEPARTMENT CHAIR

Victoria Brookhart Costa

DEPARTMENT OFFICE
Education Classroom 531

DEPARTMENT WEBSITE
http://ed.fullerton.edu/SecEd

PROGRAMS OFFERED
Master of Science in Education
   Concentration in Secondary Education
   Emphasis in Teacher Induction
   Emphasis in Middle School
       Mathematics
Single Subject Credential
   Art
   Business Education
   English (English, Theater)
   Foreign Languages (see Modern Languages and Literatures Department for specific languages)    Mathematics and Foundational Level Mathematics
   Music
   Physical Education
   Science
   Social Science


FACULTY
Debra Ambrosetti, Grace Cho, Duane Clizbe, Victoria Brookhart Costa, Mark Ellis, Maria Grant, Laura Haniford, Ellen Kottler, Ron Pahl, Fred Ramirez, Lynda Randall, Chris Street, Helen Parcell Taylor

SINGLE SUBJECT CREDENTIAL LEVEL I PROGRAM
Based on the department’s philosophy, the program stresses a logical sequence among the critical components of teacher education, including subject matter preparation, pedagogical instruction, fieldwork observation and participation, and student teaching. It is responsive to contemporary educational concerns and provides for strict coordination of the varied administrative components, including admission, candidate assessment, and program evaluation. The program is articulated with the California Commission on Teacher Credentialing Standards of Quality and Effectiveness for Professional Teacher Preparation Programs, the California Standards for the Teaching Profession, the California Teaching Performance Expectations (TPEs), and the Teaching Performance Assessment (TPA).

The CSU Fullerton Single Subject Credential (Level I) Program begins with a supervised introduction to the secondary school setting (including an early fieldwork component), and progresses toward full immersion into classroom assignments. The program is designed to allow students to move between theoretical knowledge provided in course work and the practical experience gained in secondary classrooms. During the program, candidates develop philosophical and methodological perspectives that are tested in practical experience. Field experiences complement course work, enabling students to deepen their understanding of the complex influences shaping our schools.

The program is a three-semester process. First, prospective teachers are introduced to teaching through twelve units of prerequisite undergraduate coursework. Course work includes a 40-hour early field experience and the development of knowledge and skills in teaching adolescents, diverse student populations, and special populations. A special course focuses on literacy development of adolescents; the adolescence course also includes information on health issues. During this prerequisite coursework, candidates are introduced to and assessed on the Teaching Performance Expectations. They are also introduced to the Teaching Performance Assessment (TPA) and practice several tasks as they learn course content and begin to develop skills.

Second, candidates complete a first semester of 240 hours of classroom observations and co-teaching in which they are gradually inducted into the full-time student teaching experience in an environment of collegiality and support. This semester allows them to become familiar with their Master Teachers and the particular characteristics, programs, and cultures of their schools. During this semester, candidates are referred to as Externs. First semester credential students attend a weekly seminar class that includes presentations by university faculty and staff as well as district faculty, staff, and administrators. During the seminar, candidates learn about the district, schools, and classrooms in which they will complete their student teaching. They learn about state, district, and local policies on education; instructional strategies; curriculum design, development, and implementation; classroom management; assessing students; and the realities of day-to-day teaching. In addition, candidates complete a subject matter specific methods course in which they extend lesson and unit planning skills with a focus on the California K-12 content standards and standardized assessments. Finally, they complete a course in teaching English learners. During this semester, candidates are again assessed on the TPEs and submit TPA Task 1 for scoring.

In the second semester of the program, each student teacher takes full control of three classes per day and has a conference and preparation period. They are responsible for all discipline, managerial, institutional, and instructional tasks. During this semester, candidates are referred to as Student Teachers and attend a weekly student teaching seminar led by the university supervisor. In addition, candidates complete a seminar on the Teaching Performance Assessment Preparation to complete all tasks and document their achievement of the TPEs.

COURSE WORK SEQUENCE
Technology (3 units required for preliminary credential, recommended as early as possible)
Ed Sec 304 Personal Proficiency in Educational Technology for Secondary Teachers (3)
OR Ed Sec 307 Personal Proficiency in Educational Technologies for Social Science Teachers (3)

Prerequisites (12 units, 40 hours fieldwork)
Ed Sec 310 The Teaching Experience (3)
Ed Sec 320 Adolescence (3)
Ed Sec 330 Developing Literacy in Secondary Schools (3)
Ed Sec 340 Diversity in Secondary Schools (3)

Required of All First Semester Internship Candidates
Ed Sec 400 Instructional Methods for Secondary Internship Candidates (3)

First Semester (15 units, 240 hours fieldwork)
Ed Sec 410 Teaching English Language Learners in Secondary Schools (3)
Ed Sec 440S General Pedagogy of Secondary School Teaching (4)
Ed Sec 440F Supervised Fieldwork in Secondary Schools (2)
*Ed Sec 442 Teaching in the Secondary School (3)
*Ed Sec 449E Externship in Secondary Teaching (3)

Second Semester (16 units, 270 hours fieldwork)
Ed Sec 449S Seminar in Secondary Teaching (3)
*Ed Sec 449I Internship in Secondary Teaching (10)
Ed Sec 460 Teaching Assessment Seminar (3)

With the exception of Social Studies, Business Education, and Foundational Level Mathematics, courses marked with an asterisk (*) are taken in the academic departments.

PROFESSIONAL DEVELOPMENT DISTRICT MODEL
Reflecting the complex contexts of the secondary classroom and modeling a learning community where learning is interactive and dynamic, Single Subject candidates are divided into “Professional Development Districts,” in which four major strategies are emphasized: preparing prospective teachers; providing professional growth opportunities for secondary school educators and university faculty; and enhancing learning opportunities for 7-12 grade students. This comprehensive structure of collaboration and cooperation between multiple levels of educators provides for a dynamic and interactive learning environment that effectively prepares teachers for a rapidly changing and complex society.

Currently, we enjoy PDD collaborations with Anaheim Union High School District, Fullerton Joint Union High School District, Placentia/ Yorba Linda Unified School District, Orange Unified School District, Corona/Norco Unified School District, and Capistrano Unified School District.

REQUIREMENTS FOR ADMISSION TO THE SINGLE SUBJECT CREDENTIAL (LEVEL I) PROGRAM
Applicants to the Single Subject Credential (Level I) Program are required to apply to the University as well as Admission to Teacher Education. Filing deadlines are February 28 (to begin the program the following fall) and September 30 (to begin the program the following spring). An additional fee is required with the application.

Applications for admission into the Single Subject Credential (Level I) Program are evaluated according to the following criteria: subject matter competence, breadth of understanding, professional aptitude and manner; physical and mental fitness, fundamental skills, and personality and character. Evidence in relation to criteria is submitted at the time of application and includes the following:

  • Overall grade-point average appropriate to the individual academic department.
  • Passage of California Basic Educational Skills Test (CBEST)
    Successful completion of Ed Sec 304 or 307, Ed Sec 310, Ed Sec 320, Ed Sec 330 and Ed Sec 340.
  • 100% completion of Subject Matter Preparation Program (SMPP) in your content area or the CSET exam results in your content area. See your adviser.
  • Proficiency in oral and written English.
  • Recommendations from academic faculty and school personnel.
  • Documented field experience in 7-12 classroom or equivalent.
  • TB Test and MMR (measles, mumps, rubella) certification. Both tests may be done at CSUF Health Center. Call (714) 278-2813.
  • CPR Training – Candidates must complete CPR Training offered by the American Heart Association (Heart Saver) or the American Red Cross. Training must cover infant, child, and adult. Evidence of CPR training must be current (within 2 years) and a copy of the CPR certificate must be submitted with the credential application.
  • The Certificate of Clearance form must be started by the time of application. This is a special fingerprint form to be completed as specified by the California Commission on Teacher Credentialing in Sacramento.

INTERNSHIP PROGRAM
Students who meet requirements set by the California Commission on Teacher Credentialing and Single Subject Internship Credential Program may enter the Professional Development Track. These students receive an internship credential, which entitles them to teach in a public school while taking their coursework at CSUF in the late afternoon, evenings, or on the weekends. The curriculum of the Internship Program is a multi-semester experience including prerequisites, pre-service course work, fieldwork, and student teaching. Students in the Internship Program progress through Ed Sec 400 (Instructional Methods for Secondary Interns) and their first full-time teaching semester of the program as a cohort group, a structure that provides peer support and enhances opportunity for success. In the second full-time teaching semester as an Intern in the program, they are in cohort groups by subject area.

Internship candidates must complete Ed Sec 400 (Instruction Methods for Secondary Internship Candidates) and Ed Sec 410 (Teaching English Learners in Secondary Schools) prior to enrollment as an Internship candidate in the first semester of the program. These courses provide candidates with early instruction on classroom management, lesson planning, and instruction and assessment strategies. This course is only offered during summer and January intersession, and requires candidates to collect numerous materials from their school site and district, including school and district emergency procedures, district content and performance standards, a district testing schedule and academic year calendar, and textbooks. In Ed Sec 400, candidates prepare a Classroom Management Plan and Letter to Parents, first week lesson plans, a semester plan for instruction, bulletin board materials, and an assessment plan. In Ed Sec 410, candidates learn strategies for engaging and supporting beginning, intermediate, and advanced English language learners.

Internship credential candidates meet as a cohort group in Ed Sec 440S (General Pedagogy of Secondary School Teaching) and are supervised by the University in Ed Sec 440F (Supervised Fieldwork in Secondary Schools). The two classes are integrated so students realize the inter-relationship of pedagogical theory and practice through collaboration with their internship teaching.

The Ed Sec 440S/F experience for candidates in the Professional Track/Internship program differs from that of the traditional Ed Sec 440F/S experience because Internship candidates have all completed Ed Sec 400 and Ed Sec 410. The Ed Sec 440S seminar is held on Monday afternoons instead of Friday mornings. Other differences include a weekly seminar discussion that focuses on successes and challenges interns currently experience; assignments that are more tightly focused on teaching; and visits by fieldwork coordinators during the first ten weeks of the semester.

Candidates who become interns in their second semester are required to have completed all of the entrance requirements and four prerequisites above plus 15-18 units of secondary course work. (Ed Sec 400 is only required for those individuals beginning an Internship immediately-students who become interns in their second semester have a general and subject-specific methods course their first semester in the program - Ed Sec 440S and 442). The application requires master teachers, University supervisors, and principals to certify that they have observed these candidates in classroom teaching and evaluate them as professionally mature and developmentally ready to handle a teaching position with full classroom and school responsibilities. Additionally, the University Subject Matter Program Advisor must recommend the candidate.

Internship Credential Program Eligibility Requirements
To be eligible for participation in the first semester University Intern Program credential candidates must have the following items: earned Bachelor’s Degree from a regionally accredited college or university; passed the California Basic Skills Proficiency Test (CBEST), passed the Subject Matter Competence Exam (CSET) or completed 100% of a commission-approved Subject Matter Preparation Program (SMPP), completed character and identification clearance (fingerprints), demonstrated knowledge of the United States Constitution, be accepted into the Single Subject Credential Program, and obtained a University Internship Intern Credential. CSU Fullerton uses recommendation forms and an autobiography to assess how the candidate’s prior experiences and attitudes toward children and schools may affect the candidate’s performance in the classroom. Additionally, during prerequisite courses, candidates are required to write their educational philosophy and to participate in 40 hours of fieldwork in public secondary schools. These requirements provide excellent information related to the candidate’s prior experiences and attitudes toward children and schooling.

Before entering the program each candidate participates in an interview designed to ask about prior experiences and attitudes toward children. All Intern applicant decisions are made in collaboration with the employing school district. CSU Fullerton will not issue an Intern credential without written approval from the district and bargaining unit.

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SINGLE SUBJECT CREDENTIAL (LEVEL II)
As of Fall 2003, all candidates are required to complete a Professional Teacher Induction Program through their employing district.

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MASTER OF SCIENCE IN EDUCATION SECONDARY EDUCATION CONCENTRATION
This program is designed to help career secondary classroom teachers upgrade their skills, become informed about new ideas in secondary teaching, and prepare for curriculum leadership roles in public and private schools. The concentration allows students to complete up to two courses in their credential or supplementary authorization area.

The graduate program builds upon teacher preparation in the Single Subject Credential Program. Whereas coursework in the credential program focuses on knowledge and skills necessary for a beginning secondary teacher, the graduate program will allow students to extend their knowledge and deepen their skills in curriculum design, instructional and assessment strategies, integration of technology, and reflection skills.

Online Hybrid Graduate Program Features
The graduate programs in secondary education are delivered in an online hybrid format, with 50% of courses delivered completely via web-based instruction, and the other courses delivered partially via web-based instruction. The program begins with a required 1-unit prerequisite course orientation on a Saturday in August.

Options for Culminating Experience
The six options for candidates’ culminating experiences include the comprehensive examination, thesis, submission for National Board Certification, development of a major grant proposal, development of a comprehensive curriculum project, and development of an article for publication.

Support for National Board Certification
One option for candidates’ culminating experiences is submission for National Board Certification. The graduate program in secondary Education provides support to candidates in the form of three courses: EDSC 591 (Professional Seminar in Secondary Teaching) and EDSC 594 (Project Seminar support Class). EDSC 591 (taught in the fall) is intended to provide students with an introduction to the requirements of National Board certification as well as assist students in beginning work on their portfolios. EDSC 599 provides an independent study to further portfolio work. EDSC 591 (taught in the spring) is intended to provide teachers with as-needed support while they finish their portfolios.

What is the National Board for Professional Teaching Standards Certification?
Currently, teachers who have at least three years of experience may elect to participate in this performance-based assessment. The process of becoming a National Board certified teacher is a grueling one that demands much of teachers, who are also juggling all the other demands of their profession. Teachers must complete a portfolio demonstrating their practice and highlighting the ways they put the National Board standards into practice. They must include written plans, videotapes of their teaching, and extensive written reflections on their teaching. In addition to the portfolio, teachers must complete a more standard written assessment aimed at evaluating their content knowledge. The NBPTS encourages teachers to work together and support one another during this process. They also encourage teachers to seek out support programs and/or mentors who can provide them with feedback on all aspects of the process.

Application Deadlines
The deadlines for completing online applications are March 1st for the fall semester and October 1st for the spring semester (see http://www.csumentor.edu). Mailed applications need to be postmarked by the same deadlines. However, deadlines may be changed based upon enrollment projections. Check the university graduate studies website for current information at http://www.fullerton.edu/graduate.

Admission to Graduate Standing: Conditionally Classified
University requirements include: a baccalaureate from an accredited institution and a grade-point average of at least 2.5 in the last 60 semester units attempted (see “Graduate Regulations section for complete statement and procedures).

Graduate Standing: Classified
Classified standing is granted after a study plan is developed in consultation with a faculty adviser and approved by the Associate Vice President, Academic Programs (or designee). Students must also meet the following admission requirements.

  1. An approved major.
  2. Grade-point average of 3.0 on previous academic and related work.
  3. Proof of a current secondary teaching credential.
  4. Current professional resume.
  5. 500-word statement of purpose outlining your interest in the Secondary Education Master’s Program (e.g., any areas of special interest or emphasis you plan to pursue as a graduate student, a brief description of your current teaching position, or anything else that would facilitate an informed decision on your application).
  6. Two or more letters of recommendation that address your aptitude for graduate study including your teaching skills as well as your academic preparation. Otherwise well-qualified students may be admitted with limited subject or grade deficiencies, but these deficiencies must be removed. Grade-point average deficiencies may be removed by a demonstration of competency in the graduate program.

Study Plan
Students are required to complete a one-unit prerequisite course that is offered credit/no credit and does not apply to the graduate study plan. Check with the department office for registration information. The course allows students to identify major issues in secondary schools, develop a program plan and project agenda based on these issues, and set goals for their graduate work. The adviser-approved 30 credit units on the graduate study plan will include the following:

Prerequisite Course (1 unit)
Ed Sec 501 Introduction to Graduate Studies in Secondary Education (1)

Core Courses (15 units)
Ed Sec 504 Advanced Instructional Proficiency in Secondary Educational Technologies (3)
Ed Sec 506 Graduate Studies in Secondary Writing (3)
Ed Sec 535 Survey of Educational Research (3)
Ed Sec 536 Curriculum Theory and Development (3)
Ed Sec 591 Professional Seminar in Secondary Teaching (3)

Concentration Courses (6 units)
Ed Sec 522 Family, Community, and Professional Partnerships (3)
Ed Sec 524 Assessing Student Learning (3)

Electives (6 units)
Electives may be taken in any order after completion of Ed Sec 501, 504, and 506.

Culminating Experience (3 units)
One of the following:
Ed Sec 594 Research Seminar (3)
OR Ed Sec 595 Advanced Studies Capstone in Secondary Education (3)
OR Ed Sec 597 Project (3)
OR Ed Sec 598 Thesis (3)

*Please contact the Secondary Education Department office for current registration information.

EMPHASIS IN TEACHER INDUCTION
The concentration in Secondary Education with an Emphasis in Teacher Induction is designed for 7-12 grade teachers to earn their Level II Credential and to prepare them for continued instructional and leadership roles in secondary schools. This graduate program builds upon teacher preparation in the Single Subject Credential Program and allows students to extend their knowledge and deepen their teaching skills while working toward the Level II Credential.

Prerequisite Course (1 unit)
Ed Sec 501 Introduction to Graduate Studies in Secondary Education (1)

Core Courses (15 units)
Ed Sec 504 Advanced Instructional Proficiency in Secondary Education Technologies (3)
Ed Sec 506 Graduate Studies in Secondary School Writing (3)
Ed Sec 535 Survey of Educational Research (3)
Ed Sec 536 Curriculum Theory and Development (3)
Ed Sec 591 Professional Seminar in Secondary Teaching (3)

Emphasis Courses (6 units)
Ed Sec 502A New Teacher Induction, Assessment, and Support, Year 1 (1)
Ed Sec 502B New Teacher Induction, Assessment, and Support, Year 1 (2)
Ed Sec 502C New Teacher Induction, Assessment, and Support, Year 2 (1)
Ed Sec 502D New Teacher Induction, Assessment, and Support, Year 2 (2)

Electives (6 units)
Chosen in consultation with the Graduate Program Adviser.

Culminating Experience (3 units)
Ed Sec 594 Project Seminar (3) OR
Ed Sec 595 Advanced Studies Capstone in Secondary Education (3) OR
Ed Sec 597 Project (3) OR
Ed Sec 598 Thesis (3)

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EMPHASIS IN MIDDLE SCHOOL MATHEMATICS
The concentration in Secondary Education with an Emphasis in Middle School Mathematics is a collaborative effort with the Department of Mathematics and is designed to help career middle school (grades 5-9) mathematics classroom teachers upgrade their skills, become informed about new ideas in secondary teaching, and prepare for curriculum leadership roles in public and private schools. The emphasis will provide middle school (grades 5-9) math teachers with a deeper knowledge base in mathematics and mathematics education. Mathematics 303A,B Fundamental Concepts of Elementary Mathematics (6 units) or equivalent are required as prerequisites to the program.

Study Plan
Students are required to complete a one-unit prerequisite course. This course is taken credit/no credit (does not apply to units for the degree). Check with the department office for registration information. The adviser-approved 30 units (minimum) on the study plan will include the following:

Prerequisite Coursework (1 unit)
Ed Sec 501 Introduction to Graduate Studies in Secondary Education (1)

Core Coursework (15 units)
Ed Sec 504 Advanced Instructional Proficiency in Secondary Educational Technologies (3)
Ed Sec 535 Survey of Educational Research (3)
Ed Sec 536 Curriculum Theory and Development (3)
Ed Sec 591 Professional Seminar in Secondary Teaching (3)
Course in Graduate Studies in Secondary Writing (3)*

Emphasis Courses (12 units)
Ed Sec 530 Graduate Studies in Mathematics Education (3)
Math 403A,B Concepts of Middle School Mathematics (3,3)
Math Ed 532 Teaching Problem Solving in Middle School Mathematics (3)

Culminating Experience (3 units)
One of the following:
Ed Sec 594 Research Seminar (3)
Ed Sec 595 Advanced Studies Capstone in Secondary Education (3)
Ed Sec 597 Project (3)
Ed Sec 598 Thesis (3)

SECONDARY EDUCATION COURSES


Courses are designated as EDSC in the class schedule.

EDSC 110    The Teaching Experience: Exploration

Description: Exploration of one’s self in relation to other people in the schools and an encounter with the teaching experience through fieldwork. Accompanying seminar to help students extend their observations and explore relevant issues. (2 hours fieldwork, 2 hours seminar) Credit/No credit only. (Same as Special Ed and Ed El 110)
Units: (3)

EDSC 304    Personal Proficiency in Educational Technology for Secondary Teachers

Description: Prerequisite: Ed Sec 310. Development of personal proficiency in educational technologies to facilitate the teaching process. Training in computer hardware and software terminology; spreadsheets, word processing, publication, and presentation applications; Internet search and retrieval; information literacy; electronic communication and awareness of legal and ethical issues. Meets the state requirement for Single Subject Preliminary Credential except Social Studies. (Same as Special Ed 304)
Units: (3)

EDSC 307    Personal Proficiency in Educational Technologies for Social Science Teachers

Description: Prerequisite: Ed Sec 310. Provides the social studies teacher with skills to utilize computer technology. Covers social studies applications in word processing, spreadsheet, database, simulations, graphics, modems and laser disc interfaces Meets state computer requirements for the Social Studies Single Subject preliminary credential.
Units: (3)

EDSC 310    The Teaching Experience: Participation

Description: History, philosophy, and sociology of secondary education. Introduction to California Teaching Performance Expectations and Assessment; needs of special populations, English learners, and struggling readers; content standards; and major curriculum reform documents. Includes 40-hour practicum on specific course requirements. May be repeated with consent of instructor. A “B” (3.0) or better is required to receive a grade of credit.
Units: (3)

EDSC 320    Adolescence and Education

Description: Prerequisite: completion of General Education Category III.C.1 The biological, cognitive, and socio-cultural development of adolescents. Exploration of the contexts of adolescent development, including family, peers, school, work, and leisure. Health and safety issues of adolescents. One or more sections offered online.
Units: (3)

EDSC 330    Developing Literacy in Secondary Schools

Description: Prerequisite: Ed Sec 310. Strategies for developing content-based reading/writing abilities, comprehension skills, and vocabulary of secondary students. Methods of teaching reading, writing and language skills for English learners and speakers. Diagnostic assessment strategies. Development of materials to be utilized during Ed Sec 440F fieldwork. Letter grade. One or more sections offered online.
Units: (3)

EDSC 340    Diversity in Secondary Schools

Description: Prerequisite: completion of General Education Category III.C.1. Knowledge and skills for teaching special populations. Principles of educational equity and diversity. Strategies for providing students equitable access to the core curriculum. Exploration of how teaching is shaped by diversity in California society. Analysis of personal and institutional bias.
Units: (3)

EDSC 400    Instruction Methods for Secondary Internship Candidates

Description: Methodology course for departmental teaching required for first semester internship candidates before beginning first semester of credential program. Meets the methodology requirement for holders of Multiple Subject Credential seeking a Single Subject Credential. Two hours lecture and 30-hour fieldwork experience.
Units: (3)

EDSC 410    Teaching English Learners in Secondary Schools

Description: Prerequisite: Ed Sec 340. Concurrent enrollment in Ed Sec 440F. Materials, methods and strategies for teaching English learners in secondary schools. Principles of second language acquisition. State and federal laws pertaining to the education of English learners.
Units: (3)

EDSC 440F    Supervised Fieldwork in Secondary Schools

Description: Prerequisite: admission to the Single Subject Credential Program. Concurrent enrollment in Ed Sec 440S. Ten-week practicum (120 hours, Monday - Thursday) in observation and participation in secondary schools. Use of materials developed in Ed Sec 330. Must be taken Credit/No Credit. A “B” (3.0) or better is required to receive a grade of credit.
Units: (2)

EDSC 440S    General Pedagogy of Secondary School Teaching

Description: Prerequisites: admission to Single Subject Credential Program and Ed Sec 340. Concurrent enrollment in Ed Sec 440F. Interrelationship of pedagogical theory and practice, presented in collaboration with local districts. Classroom management, instructional planning, assessment of student learning, engaging all students, and teacher professionalism. Must be taken Credit/ No Credit. A “B” (3.0) or better is required to receive a grade of credit.
Units: (4)

EDSC 442    Teaching in the Secondary School

Description: Prerequisite: admission to Single Subject Credential Program. Concurrent enrollment in Ed Sec 449E. Strategies and techniques for teaching a specified subject in the secondary school. Must be taken Credit/No Credit. A “B” (3.0) or better is required to receive a grade of credit. May be repeated once for credit. Art Ed 442 Teaching Art in the Secondary School. Ed Sec 442 Teaching Business in the Secondary School. Ed Sec 442S Teaching Social Science in the Secondary School. English Ed 442 Teaching English in the Secondary School. FL-Ed 442 Teaching Foreign Languages in the Secondary School. Kinesiology 442 Teaching Physical Education in the Secondary School. Math Ed 442 Teaching Mathematics in the Secondary School. Music Ed 442 Principles and Methods of Teaching Music in the Public Schools. Science Ed 442 Teaching Science in the Secondary School. Theatre Ed 442 Teaching Theatre in the Secondary School.
Units: (3)

EDSC 449E    Externship in Secondary Teaching

Description: Prerequisite: admission to Single Subject Credential Program. Concurrent enrollment in Ed Sec 442. Eight-week practicum (120 hours, Monday - Friday) in co-teaching in secondary schools. Must be taken Credit/No Credit. A “B” (3.0) or better is required to receive a grade of credit. Students sign up for the appropriate departmental offering from the following: Art Ed 449E, Ed Sec 449E, English Ed 449E, FL-Ed 449E, Kinesiology 449E, Math Ed 449E, Music Ed 449E, Science Ed 449E, or Theatre Ed 449E.
Units: (3)

EDSC 449I    Internship in Secondary Teaching

Description: Prerequisite: successful completion of Ed Sec 440S, 440F, 442, and 449E. Concurrent enrollment in Ed Sec 449S. Eighteen-week practicum (270 hours, M-F) in full-time student teaching in a specific single subject in a secondary school. Must be taken Credit/No Credit. A “B” (3.0) or better is required to receive a grade of credit. Departmental course offerings are: Art Ed 449I, Ed Sec 449I, English Ed 449I, FL- Ed 449I, Kinesiology 449I, Math Ed 449I, Music Ed 449I, Science Ed 449I, or Theatre Ed 449I
Units: (10)

EDSC 449S    Seminar in Secondary Teaching

Description: Prerequisite: successful completion of Ed Sec 440S, 440F, 442, and 449E. Concurrent enrollment in Ed Sec 449I. Seminar in student teaching in a single subject in secondary schools. Taken Credit/No Credit. A “B” (3.0) or better is required to receive a grade of credit.
Units: (3)

EDSC 460    Teaching Assessment Seminar

Description: Prerequisite: Ed Sec 442 and concurrent enrollment in Ed Sec 449I and 449S. Capstone course includes finalization of Teaching Assessment Documentation (TAD) and documentation of proficiency in California Teaching Performance Expectations required for recommendation of Level I Single Subject Teaching Credential. Offered Credit/No Credit only. A “B” (3.0) or better is required to receive a grade of credit.
Units: (3)

EDSC 499    Independent Study

Description: Prerequisites: senior or graduate standing, approval of instructor and department. Conduct an individual investigation under supervision of a faculty member; investigation might be an experiment, a library study, or a creative project; only students of demonstrated capacity and maturity will be approved; adequate prerequisite study necessary.
Units: (1-3)

EDSC 501    Introduction to Graduate Studies in Secondary Education

Description: A prerequisite to the MSE in Secondary Education designed to prepare entering graduate students to develop their study plan and identify pressing issues in secondary education. Students must have capacity for electronic communication, including e-mail, attachments and web courseware. May be taken before or during the first semester.
Units: (1)

EDSC 502A    New Teacher Induction, Assessment, and Support, Year 1

Description: Prerequisite: concurrent participation in Induction Program. Preparation and professional development for new teachers in accordance with the California Standards for the Teaching Profession. Utilization of California formative Assessment and Support System for Teachers model. Focus on CFASST Events 1-2. (Same as Ed El 502A)
Units: (1)

EDSC 502B    New Teacher Induction, Assessment, and Support, Year 1

Description: Prerequisite: Ed Sec 502A and concurrent participation in Induction Program. Preparation and professional development for new teachers in accordance with the California Standards for the Teaching Profession. Utilization of California Formative Assessment and Support System for Teachers model. Focus on CFASST Events 3-6. (Same as Ed El 502B)
Units: (2)

EDSC 502C    New Teacher Induction, Assessment, and Support, Year 2

Description: Prerequisite: Ed Sec 502B and concurrent participation in Induction Program. Preparation and professional development for new teachers in accordance with the California Standards for the Teaching Profession. Utilization of California Formative Assessment and Support System for Teachers model. Focus on CFASST Events 7-8. (Same as Ed El 502C)
Units: (1)

EDSC 502D    New Teacher Induction, Assessment, and Support, Year 2

Description: Prerequisite: Ed Sec 502C and concurrent participation in Induction Program. Preparation and professional development for new teachers in accordance with the California Standards for the Teaching Profession. Utilization of California Formative Assessment and Support System for Teachers model. Focus on CFASST Events 9-12. (Same as Ed El 502D)
Units: (2)

EDSC 504    Advanced Instructional Proficiency in Secondary Educational Technologies

Description: Prerequisite: Ed Sec 304 or equivalent; candidate must have been issued a preliminary single subject credential. Theoretical basis and strategies for improving teaching and learning in secondary school classrooms through multimedia technologies. Emphasis on the utilization of technology for curricular, instructional, and assessment purposes to support all students in learning. Meets the Professional Teacher Induction Program Technology standard.
Units: (3)

EDSC 506    Graduate Studies in Secondary School Writing

Description: Prerequisite: Graduate Standing. Focus on current issues, theory, and practice regarding the teaching of writing in secondary schools (grades 6-12). Candidates will actively and continuously write as they learn about ways to foster the writing development of secondary school students.
Units: (3)

EDSC 522    Family, Community, and Professional Partnerships

Description: This course examines effective teaching practices in working with diverse student populations so as to promote equal learning opportunities. Overview of successful community collaboration with service providers, business leaders, policy makers, and parents. Addresses complex diversity of families and teaching situations. Stresses importance of partnerships with professional agencies concerned with adolescents. One or more sections offered online.
Units: (3)

EDSC 524    Assessing Student Learning

Description: Prerequisite/co-requisite: Ed Sec 535. Methods of assessing and evaluating student academic achievement in the secondary schools. Improving student performance and aligning assessment with goals and learner characteristics. Designing instruments and focusing on assessment strategies that promote equal learning opportunities. One or more sections offered online.
Units: (3)

EDSC 530    Graduate Studies in Mathematics Education

Description: Seminar to explore research that focuses on teaching and learning mathematics in the middle grades, criteria for improving mathematics programs, and critique of current mathematics curricula. Students will analyze research in light of their developing knowledge and teaching experiences.
Units: (3)

EDSC 535    Survey of Educational Research

Description: Introduces students to the major forms of both quantitative and qualitative research used in education. Students will learn how to select an appropriate research method and the characteristics of sound research. Emphasis will be placed on making reasoned judgments as consumers of research as well as selecting appropriate information collection strategies.
Units: (3)

EDSC 536    Curriculum Theory and Development

Description: The secondary school curriculum including the forces operating on the curriculum and the participants involved in middle and high school curriculum building. The process of curriculum building.
Units: (3)

EDSC 540    Graduate Studies in Teaching English Learners

Description: Prerequisite: Ed Sec 410; candidate must have been issued a preliminary single subject credential. Students must be in their second semester of student teaching or have completed preliminary credential requirements. Final course required for CLAD Certificate. Includes methodology of English language development and content instruction for English learners, strategies for specially-designed academic instruction in English. Focuses on research and policy implications. One or more sections offered online.
Units: (3)

EDSC 550    Instructional Strategies

Description: Prerequisite: baccalaureate degree or consent of instructor. A general course in pedagogy designed for students whose professional work involves instructional responsibilities. General teaching strategies courses design, instruction planning, and student evaluation are emphasized. Offered online.
Units: (3)

EDSC 591    Professional Seminar in Secondary Teaching

Description: Prerequisite: Graduate standing and consent of graduate adviser. Introduction to requirements for National Board certification; focus on development of Portfolio entries and analysis of candidate’s teaching (self, peer, and instructor) with respect to models of teaching and teachers’ work; review of research related to professional teaching standards.
Units: (3)

EDSC 594    Project Seminar

Description: Prerequisite: Ed Sec 535. The preparation, evaluation, development, and presentation of curriculum research projects culminating in a graduate project. Individuals and groups will participate in critiquing proposals, curriculum projects and research results.
Units: (3)

EDSC 595    Advanced Studies Capstone in Secondary Education

Description: This is a graduate seminar designed to further develop competencies in secondary education content area curriculum, instruction, assessment, educational technology, program development, leadership, National Board of Certification, and interpersonal relations related to secondary school teaching.
Units: (3)

EDSC 597    Project

Description: Prerequisites: Ed Sec 535 and consent of instructor. Individual research on an empirical project, with conferences with the instructor, culminating in a project.
Units: (1-3)

EDSC 598    Thesis

Description: Prerequisites: Ed Sec 535 and consent of instructor. Individual research on an empirical project, with conferences with the instructor, culminating in a thesis.
Units: (1-3)

EDSC 599    Independent Graduate Research in Secondary Education

Description: Prerequisites: consent of instructor or graduate adviser. Individual research with conferences with the instructor.
Units: (1-3)

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