Single Subject Preliminary - Science (Biology, Physics, Geo-Science, Chemistry)

This credential can be completed simultaneously with your MA in Education in 36 units. The program is tightly structured to support interns’ growth while they teach full time in nearby public schools. The following courses are taken in sequence:

PRE-INTERNSHIP PHASE (12 units)

SPRING/SUMMER COMBINATION OR SUMMER 1:

ED 302 – Teaching/Learning Process I (TLP I): (2 Units)

This course is designed to prepare interns for participation in the internship program and will introduce the intern to practical areas of the teaching/learning process. During this course candidates will learn about developmentally appropriate teaching and demonstrate the ability to organize curricula, plan lessons, and design appropriate assessments; understand the purposes of diagnostic, formative and summative assessment; learn a variety of classroom management strategies for varied learning situations; identify the qualities of outstanding educators and how teacher attitudes and expectations affect learning outcomes; and develop a philosophy of teaching. A primary goal of this course is to enable the intern to meet the new Teacher Performance Expectations (TPE) outlined in the CA SB2042 credentialing requirements and pass Teaching Performance Assessment 1. Assessment rubrics are available in the Student Handbook. During this course, students work on the first part of their Ethnography Projects.

ED 302A – Secondary Pre-internship Teaching: (2 Units)

During their first semester at CGU, candidates are placed in nearby public schools for a brief teaching experience. Candidates work with a cooperating teacher to learn and practice classroom management, lesson planning, a variety of pedagogical strategies, assessment techniques, and basic classroom organization and flow, among other critical experiences. Pre-interns are assigned a faculty advisor who visits the pre-intern at their pre-internship teaching sites. Pre-interns also meet on a weekly basis with their advisory group (lead by their faculty advisor) to discuss their experiences, progress, and growth. During this course, candidates continue to work towards mastery of the California Teaching Performance Expectations. Field experience assessment forms and rubrics are available in the Student Handbook.

ED 320 – Reading and Writing in the Content Areas – Sheltered English/English as a Second Language: (3 units)

The purpose of this course is to support the growth of students in literacy, both as a way of making meaning for the students in the disciplines we teach, and most important, as a way for the students we teach to “read the world and read the word.” We will do this by building on our own literacy experiences, examining our own assumptions regarding language and learning, and developing a critical knowledge of the multiple perspectives of other educators, teachers, researchers, and authors. We will also develop strategies and skills to support students in reading, writing, speaking and listening in each discipline, as well as expand our own understanding of the relationship between language acquisition and primary/secondary literacy development.

ED 349 – Secondary Science: Pedagogy and Methods: (3 units)

This course will focus on methods that promote excellence, equity, and integrity by helping interns plan, shape, and guide scientific inquiry, experimentation, and the making of interdisciplinary connections and assessment strategies for all students. Investigations will include physical and life sciences content strands that address the state adopted content standards for students in science (7-12). The interns will be provided with science information and support that match the adopted state Teaching Performance Expectations, with the Teaching Performance Assessments. We will address the state-adopted content standards in science through techniques that balance science information, concepts, and principles (i.e. science content) with explanations, demonstrations, experimentation and science activities (i.e. science process). Candidates will focus on the importance of effective structuring & sequencing of science instruction (i.e. Learning Cycle) that enhances students’ academic knowledge. Lab activities will be modeled that emphasize science safety, the importance of accuracy, precision, estimation, multiple ways of measuring and recording data, and the use of mathematical models & symbols. Addressing multicultural, multilingual, ethnic and literacy issues with appropriate multi-modal science strategies (i.e. Media) will be emphasized that authentically engage all students. Through reflective reading, class assignments, science lessons, student choice, shared decision-making, project work, discussion, and shared activities, science student and teaching learning styles will be celebrated in this course.

ED 329 – Teaching Practicum for Beginning Readers – Secondary: (2 Units)

The intern participating in the Secondary Literacy Practicum will learn practical ideas to improve student literacy across the content areas in secondary schools. He or she will acquire techniques for blending educational theory with classroom strategies and apply them while working with a small group of struggling high school readers. Strategies will include SDAIE methodology and current content literacy research.

Successful completion of the Pre-Internship Phase, along with passing test scores on the CBEST and CSET in the appropriate area qualify candidates for their Internship Credential. This credential meets new NCLB guidelines as “highly qualified.”

INTERNSHIP PHASE – 12 units

During the Internship Phase, candidates take classes on Saturdays. Along with taking the following classes, the intern is teaching on an Internship Credential full time in a public school as a fully paid teacher. Candidates are offered the unique opportunity to merge theory with practice as they work under the guidance of a faculty advisor to implement outstanding classroom instruction.

FALL (6 units)

ED 304 – Teaching/Learning Process II (TLP II): (2 Units)

This course is designed to provide interns with theoretical foundations and practical teaching strategies to meet the academic needs of all students. Candidates will be exposed to human development and learning theory as it relates to student behavior and academic success; unpack the California Content Standards in their subject area in order to develop instructional practices that meet the needs of all students; study a variety of classroom management strategies; learn about and create diagnostic, formative and summative assessments and discuss how to use results to inform practice; and be exposed to special education legislation and terminology as well as instructional modifications for students with special needs.

ED 304A – Secondary Internship Teaching: (2 Units)

During internship teaching, candidates’ work as fully paid teachers in local school districts on an internship credential while receiving personal mentoring from a faculty advisor. Saturday classes as described in TLP II and III are constructed to assist new teachers with the more practical aspects of teaching and then move into more theoretical paradigms as they learn and grow as a teacher. During Saturday sessions interns will meet with their faculty advisor and advisory group ten times in the Fall and six times in the Spring to augment resources and dialogue with their peers. Such support during the first year of teaching has been noted by alumni as one of the most critical components of the program. During this course, students work on portions of their Ethnography Projects and work on TPA Task 2.

ED 314 – Meeting the Academic Needs of English Learners –

Theory and Practice: (2 Units)

This course is designed to provide interns with theoretical foundations and practical teaching strategies to meet the academic needs of English learners. During this course candidates will become familiar with the history and policy that affects the instruction of English learners; learn about the theories of language acquisition and their relationship to practice; use the language development standards to design curriculum and instruction that address English language development; learn how to provide access to core content through the use of SDAIE strategies; learn about the various assessments available to assess language, literacy and content for English learners; and explore and understand the linguistic and cultural aspects that impact schooling for English learners. This is the last of three courses that provide candidates with the instruction necessary to pass the RICA exam. For this reason, candidates are not advised to take the exam until the spring semester.

SPRING (6 UNITS)

ED 306 – Teaching/Learning Process III (TLP III): (2 Units)

This course is designed to provide interns with tools to analyze their teaching experiences thus far, and to investigate ways in which schools and communities can be strengthened. Readings and guest speakers address issues of achievement, equity, and accountability. Candidates will increase their awareness of diverse family structures and community cultures; learn how to analyze bias in the classroom and create equitable classroom communities; learn ways to strengthen school communities and collaboration; and deepen understanding of pedagogical foundations and educational reform measures, among other things.

ED 306A – Secondary Internship Teaching: (2 Units)

Internship teaching continues during the spring semester as candidates continue to progress through the Teaching Performance Expectations. Candidates’ growth is usually strongest during this semester as multiple aspects of teaching come together. During this course, students work on portions of their Ethnography Projects and work on TPA Tasks 3 & 4.

Occasionally it is determined that a candidate will need an additional year of internship teaching and faculty advisor support in order to become proficient in the Teaching Performance Expectations. It should be noted that most students who take this path are highly successful in their second year. As such, this option should not be seen as a failure, but the opportunity to ensure all students are on the path to being an outstanding teacher.

ED 331 – Innovative Technology: (2 Units)

This course will examine the role of computers and other emergent technologies in secondary education. Emphasis will be placed on providing hands-on-experience for integrating such tools into a linguistically diverse and multicultural learning environment. The course will focus on the potential of technology to (1) reshape the teacher/student relationship; (2) affect cognitive development through the use of computational environments; (3) increase the productivity of both teachers and students in the classroom; (4) examine collaborative and multimedia tools and their implications for educational practitioners; and (5) explore the Internet through email, browser applications, and network news to enhance student learning. Additionally, it addresses access issues for a linguistically, culturally and socio-economically diverse student body and ways to maximize the often-limited resources in low socio-economic urban schools. This course addresses the Level 1 California Technology Standards for Teachers.

POST-INTERNSHIP PHASE – (Summer) – (Total of 12 Units)

ED 307 – Teaching/Learning Process IV - TLP IV: (4 Units)

Teaching/Learning Process IV will examine the philosophy, themes, and literature in education and social change. This course focuses on the larger social and political context of schooling such as: society’s perception of schools, the racial, economic and linguistic pressures placed on parents and their children, and policies and trends that impact learning. This course provides interns with the opportunity to discuss their role in interrupting the inequities in their classroom and school. During this course, students work on the last part of their Ethnography Project and create an action plan to prepare them for their district’s induction program.

Additional MA units: (8 Units)

Candidates will choose from a wide array of course options to complete their Master of Arts in Education. These courses can be taken in the final summer simultaneously with TLP IV or can be taken in the following fall and spring at the discretion of the student.