Education Specialist, Level I Mild/Moderate

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 301-SP – Teaching/Learning Process I – Special Education: (2 Units)

This course covers an overview of special education, characteristics of children with learning disabilities, federal and state legislation as related to special education, assessment and Individualized Education Program (IEP) writing, lesson planning, individual behavior and classroom management.

ED 301A-SP – Special Education 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 Standards for the Teaching Profession.  Field experience assessment forms and rubrics are available in the Student Handbook.

ED 324 – Literacy in the Multilingual Classroom:  (3 units)

This course focuses on content, methods and assessment of teaching reading and language arts to all students, including English learners and students with special needs.  Course content includes: beginning reading development, comprehension, writing, spelling, the integrated curriculum, assessment, and the organization and management of a comprehensive, balanced literacy program.  This is the first course in a three-course series designed to assist multiple subject candidates in passing the RICA exam.

ED 343 – Innovative Elementary Curriculum: (3 units)

This course is designed to help each intern develop hands-on, activity-centered math, science, history/social science, physical education, and technology programs for the classroom.  In this class, candidates will become familiar with and learn how to base instruction and lesson plans on the California Content Standards in math, science, social studies, physical education and technology; practice instructional strategies appropriate to a variety of content areas to promote student understanding; become skilled at utilizing assessment to modify instructional plans; and learn to plan and implement classroom procedures and routines that support the needs of all students from culturally and linguistically diverse populations.

ED 329-SP – Literacy and Language Development Practicum:  (2 Units)

This course focuses on literacy strategies and their practical applications for students with learning disabilities.  The practicum will provide interns with tools for supporting the development of language through literacy (both reading and writing), phonemic awareness, phonics skills, comprehension skills, vocabulary development, SDAIE strategies, and effective use of resources and materials in language development and literacy. This course will also provide the opportunity to examine the Individualized Education Program (IEP) process.

Special emphasis will be given to instructional strategies used in Anita Archer’s REWARDS reading program, where the intern become knowledgeable with English orthographic expectations and how to apply these principles in daily writing as well.

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 303-SP – Teaching/Learning Process II – Special Education: (2 Units)

In this course, candidates learn effective classroom management, teaching strategies, and adaptations to accommodate children with different learning needs. They apply different theoretical and pedagogical orientations to lesson planning according to the California standards.  In addition, Education Specialist interns learn positive behavior support techniques as implemented in collaboration with general educators, paraprofessionals, and parents. Interns learn how to use and communicate results of formal and informal individualized assessments and evaluations of academic and social achievement.  They study the health issues of general education populations as related to students with special needs.

ED 303A-SP – Special Education 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.

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 305-SP – Teaching/Learning Process III – Special Education (2 Units)

This course is designed to provide interns with tools to analyze their teaching experiences and to investigate ways in which schools and communities can be strengthened, including students with disabilities.  The ethnographic portion of this course emphasizes student progress, teacher reflection, accountability, community, and larger social political issues.  Education Specialists will investigate trends in defining and providing education services to students with mild and moderate disabilities at the school site, in their school district, and in the community.  They will investigate school and community resources for students with learning disabilities, emotional disturbances, and behavior disorders.  They will study effective transition plans between elementary and secondary school settings, and secondary to post secondary educational and vocational placements.

ED 305A-SP – Special Education Internship Teaching: (2 Units)

Internship teaching continues during the spring semester as candidates continue to progress through the California Standards for the Teaching Profession.  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.

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 standards.  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 330 OR 331 – Innovative Technology: (2 Units)

This course will examine the role of computers and other emergent technologies in elementary 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-SP – Teaching/Learning Process IV – Special Education:  (4 Units)

Teaching Learning Process IV will examine the philosophical literature in education and social change. In this course, candidates will 1) evaluate learning theories of behaviorism, constructivism, relational and critical pedagogy and how these apply to assessment, instruction, and evaluation of students with special needs; 2) examine issues in special education in the larger social, cultural, political, economic context; and 3) reflect upon experiences with students to formulate their own philosophy of teaching and learning.  Candidates will examine their own areas of strength and articulate questions for further study.  Additionally, they will formulate their Action Plan for future professional growth utilized in the Level II credential course work.

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.

Candidates choosing to pursue their Level II Professional Credential through CGU can utilize these MA level units towards that goal by taking very specific classes.  Individual academic counseling will assist you in planning for your Level II credential.