California State University, Fullerton

Secondary Education

 

DEPARTMENT CHAIR
Chris Street

DEPARTMENT VICE CHAIR
Debra Ambrosetti

DEPARTMENT OFFICE
College Park 600

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

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

FACULTY
Debra Ambrosetti, Sandra Alaux, Wayne Au, Tara Barnhart, Grace Cho, Victoria Brookhart Costa, Marcela de Souza, Mark Ellis, Maria Grant, Ellen Kottler, Marilyn Leuer, Ron Pahl, Lynda Randall, Kristin Shand, 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, participation in classroom activities 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 coursework 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 coursework, 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 12 units of prerequisite undergraduate coursework. Coursework 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 secondary students. The adolescence course also includes information on health issues. During this prerequisite coursework, candidates are introduced to the Teaching Performance Expectations. They are also introduced to the Teaching Performance Assessment (TPA) and practice similar tasks as they learn course content and begin to develop teaching skills.

Second, candidates complete a first semester of 240 hours of classroom observations and co-teaching in which they are gradually inducted into the fulltime 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 assessed on the TPEs and the following for scoring: TPA 1, Subject-Specific Pedagogy, and TPA 2, Designing Instruction.

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 a university supervisor. In addition, candidates complete a seminar on the Teaching Performance Assessment Preparation to complete the remaining two performance assessments, Assessing Learning and the Culminating Teaching Experience, and document their achievement of the TPEs.

Learning Goals and Student Learning Outcomes
The following goals and learning outcomes have been established for students pursuing a degree in secondary education:

Knowledgeable and competent specialists

Reflective and responsive practitioners

Committed and caring professionals

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COURSEWORK 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)
Ed Sec 410 Teaching English Language Learners in Secondary Schools (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, Foundational Level Science and Foundational Level Mathematics, courses marked with an asterisk (*) are taken in the academic departments.

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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.

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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 Feb. 28 (to begin the program the following fall) and Sept. 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:

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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 coursework, 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 coursework. (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 percent 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 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 49 percent of courses delivered completely via web-based instruction and the other courses delivered partially via web-based instruction. The program begins with a required one-unit prerequisite course.

Options for Culminating Experience
The options for candidates’ culminating experiences are the comprehensive examination, action research project, thesis, submission for National Board Certification, development of a major grant proposal, development of a comprehensive curriculum project or 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 up to nine units of support to candidates . 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 594 (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 an intensive one that demands much of teachers . Teachers must complete a portfolio demonstrating their practice and highlighting the ways they put National Board standards into practice. They must include written lesson 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
Applications are only accepted for the fall semester. The deadline for completing the online application is May 1 for the fall semester (http://www.csumentor.edu). Mailed applications must be postmarked by the same deadline. However, deadlines may be changed based upon enrollment projections.

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 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. 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. Check with the department office for registration information. The course allows students to identify major issues in secondary schools, develop a program plan 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 (1)

Core Courses (15 units)
Ed Sec 504 Advanced Proficiency in 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)
Chosen in consultation with the Graduate Program Adviser

Culminating Experience (3 units)
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.

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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 (1)

Core Courses (15 units)
Ed Sec 504 Advanced Proficiency in Educational 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 TEACHING FOUNDATIONAL MATHEMATICS
The concentration in Secondary Education with an Emphasis in Teaching Foundational Mathematics is a collaborative effort with the Department of Mathematics and is designed to help experienced teachers of mathematics 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 teachers of math from grade 4 to geometry 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 (1)

Core Coursework (15 units)
Ed Sec 504 Advanced Proficiency in Educational 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 (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)
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)

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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 helps students extend their observations and explore relevant issues. (2 hours fieldwork, 2 hours seminar) Credit/No credit only. (Same as Special Ed, Sci Ed and Ed El 110)
Units: (2-3)

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 social studies teacher with skills to utilize computer technology. 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.
Units: (3)

EDSC 320    Adolescence and Education

Description: Prerequisite: completion of General Education (G.E.) Category III.C.1. Biological, cognitive and socio-cultural development of adolescents. 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. 
Units: (3)

EDSC 340    Diversity in Secondary Schools

Description: Prerequisite: completion of G.E. 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. 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. 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. Departmental offerings are: Art Ed 442 Teaching Art in the Secondary School. Ed Sec 442 Teaching Business in the Secondary School. Ed Sec 442M Teaching Foundation Level Mathematics 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: Prerequisites: 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: Prerequisites: successful completion of Ed Sec 440S, 440F, 442, and 449E. Concurrent enrollment in Ed Sec 449I. 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: Prerequisites: 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

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: Prerequisites: 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: Prerequisites: 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: Prerequisites: 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 Proficiency in Educational Technologies

Description: Prerequisites: 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. Utilization of technology for curricular, instructional and assessment purposes to support all students in learning. Meets the Professional Teacher Induction Program Technology standard. (Same as Special Ed 504)
Units: (3)

EDSC 506    Graduate Studies in Secondary School Writing

Description: Prerequisite: graduate standing. Current issues, theory and practice regarding the teaching of writing in secondary schools (grades 6-12). Candidates 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: 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. Complex diversity of families and teaching situations. Importance of partnerships with professional agencies concerned with adolescents. One or more sections offered online.
Units: (3)

EDSC 524    Assessing Student Learning

Description: Pre- or corequisite: 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: 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 major forms of quantitative and qualitative research used in education. How to select an appropriate research method and the characteristics of sound research. Making reasoned judgments as consumers of research, as well as selecting appropriate information collection strategies. One or more sections offered online.
Units: (3)

EDSC 536    Curriculum Theory and Development

Description: Secondary school curriculum, including forces operating on the curriculum and the participants involved in middle and high school curriculum building. Process of curriculum building.
Units: (3)

EDSC 540    Graduate Studies in Teaching English Learners

Description: Prerequisites: 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. Methodology of English language development and content instruction for English learners, strategies for specially-designed academic instruction in English. Research and policy implications. One or more sections offered online.
Units: (3)

EDSC 542M    Advanced Methods for Teaching Foundational Level Mathematics

Description: Prerequisites: open only to students who hold a California teaching credential. Expanded methods in mathematics pedagogy focusing on curriculum for grades 6-10. Meets California state requirement for single subject methods coursework to add authorization.
Units: (3)

EDSC 542S    Advanced Methods for Teaching Science

Description: Prerequisites: California teaching credential; and either: a) passing score on one CSET science exam; or b) completion of at least three college-level science courses. Expand knowledge of science pedagogy, focusing particularly on curriculum for grades 6-10. Meets California state requirements for single subject methods coursework to add authorization.
Units: (3)

EDSC 550    Instructional Strategies

Description: Prerequisite: baccalaureate degree or consent of instructor. 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 580    Essential Elements of Online Course Development

Description: Prerequisite: EdSec 504. Graduate seminar in creating online courses using several learning management systems, including Moodle, Angel Learning, NiceNet and Blackboard. Best practices in course design are analyzed and incorporated in the online courses.
Units: (3)

EDSC 591    Professional Seminar in Secondary Teaching

Description: Prerequisites: 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. Preparation, evaluation, development and presentation of curriculum research projects, culminating in a graduate project. Individuals and groups participate in critiquing proposals, curriculum projects and research results.
Units: (3)

EDSC 595    Advanced Studies Capstone in Secondary Education

Description: 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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