Courses

This course will equip candidates with the theories and practices connected to working with diverse student populations. Candidates will examine the manner in which societal and cultural forces have impacted current perspectives of equity especially as they relate to special needs and English language learning students. The role of assessment in determining student needs and designing appropriate pedagogical strategies will also be emphasized. This course will solidify understanding of the strengths-based approach to making adaptations required in the TPA process. Fieldwork is required.

This course examines various research-based instructional techniques, planning strategies, methods, and assessment practices for the secondary schools, both public and private. Structured observation is required, equally divided between the middle school and high school classroom. This course will introduce the California TPA process.

Focusing on the attainment of skills as a teacher of literacy, this course requires students to demonstrate content reading and writing competencies, such as determining levels of reading achievement, applying readability formulas, evaluating textbooks, and developing strategies for vocabulary, critical thinking, and comprehension. Focus is placed on the preparation of lessons which integrate language arts standards with other content standards and provide for differentiated instruction for diverse students including English learners. Fieldwork required.

Students learn research-based methodologies that are specific to the content area related to the single subject credential they are earning. Students engage with relevant information from textbooks, experts, and professional journals associated with the content area. In addition, students participate in fieldwork hours that take them into both middle and high schools.

This course explores the context and best practices of teacher ethics and classroom management in middle and high school settings. The course equips students to navigate the implicit and explicit ethical dilemmas inherent in the routine decisions teachers make every school day in a manner consistent with the profession's code of ethics. The course also equips students with a variety of classroom management and ethics strategies and techniques to optimize the learning environment for all students.

The nature, determinants, adjustments, and problems of persons with intellectual gifts, intellectual disabilities, physical disabilities, learning disabilities, health problems, and emotional problems will be studied in conjunction with appropriate educational interventions in the general education Middle and High School classroom setting.

This course will focus on the basic aspects of effective collaboration between special education professionals and others involved in the education and care of middle and high school individuals with disabilities, including parents and family members. Special education teachers will acquire methods for effective team building, knowledge of community resources, and advocacy. In addition, candidates will introduce the Individualized Family Service Plan, the Individualized Education Program, and the Individualized Transition Plan.

This course provides a 50-hour site-based fieldwork experience that orients candidates to the demands of being a classroom teacher. Through work as an aide in a partner teacher's classroom, candidates will be guided to understand and apply the principles of observational and informal assessment. Information gathered during this fieldwork experience may be integrated into pedagogy planning assignments throughout the ASPIRE credential pathway program.

Teaching candidates complete the TPA portfolio as a comprehensive assessment of the Teacher Performance Expectations.

Teacher Candidates will complete an initial clinical experience in a school classroom under the direction of a qualified Mentor Teacher and University Supervisor. This clinical experience requires the teacher candidate to adhere to the hour expectations articulated within the site's teacher contract for the entire placement. The evaluation will be based on California's Teaching Performance Expectations.

Teacher Candidates will complete an initial clinical experience in a school classroom under the direction of a qualified Mentor Teacher and University Supervisor. This clinical experience requires the teacher candidate to adhere to the hour expectations articulated within the site's teacher contract for the entire placement. The evaluation will be based on California's Teaching Performance Expectations.

This course prepares future teachers to meet the California State requirements for the Multiple Subject Credential in math and science and to equip diverse students with knowledge and methodologies necessary for the successful integration and teaching of these subjects. This course consists of the study of current best practice techniques and curriculum development used in teaching mathematics and science in the public schools. Emphasis is placed on effective instructional methods and evaluation procedures. Hours of observation and participation in math and science classrooms is required with the purpose of providing students with opportunities to apply methods learned in this course to public school settings.

This course prepares future teachers to meet the California state requirements for certification in language arts and social studies and to equip students with knowledge and skills necessary for the successful teaching of these subjects. It is a study of the scope, the organization, and the instructional procedures used to teach social studies and language arts. Students learn how to design and develop interdisciplinary units of study, how to write and assess instructional objectives, and how to organize and integrate social studies and language arts instruction for diverse learners in the public classroom. Fieldwork is required.

This course will equip candidates with the theories and practices connected to supporting diverse student populations. Candidates will examine the way culturally responsive and sustaining pedagogies can be used to achieve equity. Emphasis will also be placed on designing and using assessments to determine student needs and design appropriate pedagogical strategies. Finally, this course will solidify the strengths-based adaptations approach required in the TPA process.

This course consists of the study of current best theories and practices in the teaching and assessment of listening, speaking, reading and writing skills in the classroom. Cultural and linguistic differences will be examined as they pertain to literacy instruction and communication. Fieldwork is required.

This course explores the context and best practices of teacher ethics and classroom management. The course equips students to navigate the implicit and explicit ethical dilemmas inherent in the routine decisions teachers make every school day in a manner consistent with the profession's code of ethics. The course also equips students with a variety of classroom management and ethics strategies and techniques to optimize the learning environment for all students. Fieldwork is required.

The nature, determinants, adjustments, and problems of persons who have cognitive gifts and talents, cognitive delays, physical disabilities, learning disabilities, and who have emotional or behavior disorders will be studied in conjunction with appropriate educational interventions in the mainstream classroom and other settings. The course will acquaint students with (a) characteristics and needs of children with disabilities that affect learning, (b) methods of assessing disabilities, (c) components of the Individual Education Program (IEP), (d) instructional strategies and materials including those appropriate for English language learners, (e) positive behavior support, (f) special needs of families of learners with disabilities, (g) agencies and professional supporting learners with disabilities, and (h) legislation, including Public Law 94-142, IDEA (Part B and Part H), the American Disabilities Act (ADA), and the Rehabilitation Act of 1973 ("Section 504"), as well as subsequent amendments relevant to special education. Ten hours of fieldwork is required. A certificate of clearance is required prior to engaging in fieldwork. Approved by the California Commission on Teacher Credentialing to meet requirements for the credential.

This course provides a 50-hour site-based fieldwork experience that orients candidates to the demands of being a classroom teacher. Through work as an aide in a partner teacher's classroom, candidates will be guided to understand and apply the principles of observational and informal assessment. Information gathered during this fieldwork experience may be integrated into pedagogy planning assignments throughout the IMPACT credential pathway program.

This course will focus on the basic aspects of effective communication between special education professionals and others involved in the education and care of individuals with disabilities, including parents and family members. Special education teachers will acquire methods for effective team-building, knowledge of community resources, and advocacy. Candidates will address content related to case management and self-advocacy for persons in special education. Fieldwork is required.

Teacher Candidates will complete an initial clinical experience in a school classroom under the direction of a qualified Mentor Teacher and University Supervisor. This clinical experience requires the teacher candidate to adhere to the hour expectations articulated within the site's teacher contract for the entire placement. The evaluation will be based on California's Teaching Performance Expectations.

Teacher Candidates will complete final clinical experience in a school classroom under the direction of a qualified Mentor Teacher and University Supervisor. This clinical experience requires the teacher candidate to adhere to the hour expectations articulated within the site's teacher contract for the entire placement. The evaluation will be based on California's Teaching Performance Expectations.

Teaching candidates complete the TPA portfolio as a comprehensive assessment of the Teacher Performance Expectations.

This course prepares future teachers to meet the California State requirements for the Multiple Subject Credential in math and science and to equip diverse students with knowledge and methodologies necessary for the successful integration and teaching of these subjects. This course consists of the study of current best practice techniques and curriculum development used in teaching mathematics and science in the public schools. Emphasis is placed on effective instructional methods and evaluation procedures. Hours of observation and participation in math and science classrooms is required with the purpose of providing students with opportunities to apply methods learned in this course to public school settings.

This course prepares future teachers to meet the California state requirements for certification in language arts and social studies and to equip students with knowledge and skills necessary for the successful teaching of these subjects. It is a study of the scope, the organization, and the instructional procedures used to teach social studies and language arts. Students learn how to design and develop interdisciplinary units of study, how to write and assess instructional objectives, and how to organize and integrate social studies and language arts instruction for diverse learners in the public classroom. Fieldwork is required.

This course will equip candidates with the theories and practices connected to supporting diverse student populations. Candidates will examine the way culturally responsive and sustaining pedagogies can be used to achieve equity. Emphasis will also be placed on designing and using assessments to determine student needs and design appropriate pedagogical strategies. Finally, this course will solidify the strengths-based adaptations approach required in the TPA process.

This course consists of the study of current best theories and practices in the teaching and assessment of listening, speaking, reading and writing skills in the classroom. Cultural and linguistic differences will be examined as they pertain to literacy instruction and communication. Fieldwork is required.

This course explores the context and best practices of teacher ethics and classroom management. The course equips students to navigate the implicit and explicit ethical dilemmas inherent in the routine decisions teachers make every school day in a manner consistent with the profession's code of ethics. The course also equips students with a variety of classroom management and ethics strategies and techniques to optimize the learning environment for all students. Fieldwork is required.

The nature, determinants, adjustments, and problems of persons who have cognitive gifts and talents, cognitive delays, physical disabilities, learning disabilities, and who have emotional or behavior disorders will be studied in conjunction with appropriate educational interventions in the mainstream classroom and other settings. The course will acquaint students with (a) characteristics and needs of children with disabilities that affect learning, (b) methods of assessing disabilities, (c) components of the Individual Education Program (IEP), (d) instructional strategies and materials including those appropriate for English language learners, (e) positive behavior support, (f) special needs of families of learners with disabilities, (g) agencies and professional supporting learners with disabilities, and (h) legislation, including Public Law 94-142, IDEA (Part B and Part H), the American Disabilities Act (ADA), and the Rehabilitation Act of 1973 ("Section 504"), as well as subsequent amendments relevant to special education. Ten hours of fieldwork is required. A certificate of clearance is required prior to engaging in fieldwork. Approved by the California Commission on Teacher Credentialing to meet requirements for the credential.

This course provides a 50-hour site-based fieldwork experience that orients candidates to the demands of being a classroom teacher. Through work as an aide in a partner teacher's classroom, candidates will be guided to understand and apply the principles of observational and informal assessment. Information gathered during this fieldwork experience may be integrated into pedagogy planning assignments throughout the IMPACT credential pathway program.

This course will focus on the basic aspects of effective communication between special education professionals and others involved in the education and care of individuals with disabilities, including parents and family members. Special education teachers will acquire methods for effective team-building, knowledge of community resources, and advocacy. Candidates will address content related to case management and self-advocacy for persons in special education. Fieldwork is required.

This course discusses the use of various technologies to promote access to the general curriculum and accommodate, modify, and/or differentiate instruction for students with mild to extensive service needs. Candidates will further analyze a wide variety of technologies in order to appropriately identify which technology(ies) best match with individual student needs. Fieldwork required.

This course provides a 50-hour site-based fieldwork experience that orients candidates to the demands of being a special education classroom teacher. Through work as an aide in a partner teacher's classroom, candidates will be guided to understand and apply the principles of observational and informal assessment. Information gathered during this fieldwork experience may be integrated into pedagogy planning assignments embedded into the special education coursework.

The course focuses on developing an educational approach to supporting positive academic and social behaviors in the classroom and community using the principles of Applied Behavior Analysis (ABA). Specifically, students will be presented with the concepts of reinforcement, punishment, stimulus, control, shaping, and fading as they are applied to increasing or decreasing academic and social behaviors. Students will also be presented with information regarding functional assessment, behavior support and behavior intervention plans, and laws (federal and state) governing behavioral issues related to individuals with special needs. Fieldwork required.

This course will equip candidates with the theories and skills related to assessment and intervention of students with Mild/ Moderate support needs. Candidates will examine the relationship among assessment, disability, and intervention. Candidates will examine the basic concepts and theoretical foundation of assessment as well as the range of assessments from informal to formal. Issues related to culture, language, faith and disability as they impact student learning are also emphasized. This course will provide candidates with opportunities to connect assessment to interventions that address the unique needs of students with Mild/Moderate support needs. Clinical fieldwork at a designated school site is required.

This course will focus on the interaction among the characteristics of individuals with Mild/Moderate Disabilities, social, emotional, and academic growth, and instruction and intervention. Specific Learning Disabilities, especially Dyslexia, will be addressed. Instruction and interventions related to Mild/Moderate disabilities in other academic areas such as writing, mathematics, and science will also be addressed. Fieldwork and clinical practice are included.

Teaching candidates complete the TPA portfolio as a comprehensive assessment of the Teacher Performance Expectations.

Teacher Candidates will complete an initial clinical experience in a mild moderate support needs school classroom under the direction of a qualified Mentor Teacher and University Supervisor. This clinical experience requires the teacher candidate to adhere to the hour expectations articulated within the site's teacher contract for the entire placement. The evaluation will be based on California's Teaching Performance Expectations.

Teacher Candidates will complete final clinical experience in a mild moderate support needs school classroom under the direction of a qualified Mentor Teacher and University Supervisor. This clinical experience requires the teacher candidate to adhere to the hour expectations articulated within the site's teacher contract for the entire placement. The evaluation will be based on California's Teaching Performance Expectations.

This course prepares future teachers to meet the California State requirements for the Multiple Subject Credential in math and science and to equip diverse students with knowledge and methodologies necessary for the successful integration and teaching of these subjects. This course consists of the study of current best practice techniques and curriculum development used in teaching mathematics and science in the public schools. Emphasis is placed on effective instructional methods and evaluation procedures. Hours of observation and participation in math and science classrooms is required with the purpose of providing students with opportunities to apply methods learned in this course to public school settings.

This course prepares future teachers to meet the California state requirements for certification in language arts and social studies and to equip students with knowledge and skills necessary for the successful teaching of these subjects. It is a study of the scope, the organization, and the instructional procedures used to teach social studies and language arts. Students learn how to design and develop interdisciplinary units of study, how to write and assess instructional objectives, and how to organize and integrate social studies and language arts instruction for diverse learners in the public classroom. Fieldwork is required.

This course will equip candidates with the theories and practices connected to supporting diverse student populations. Candidates will examine the way culturally responsive and sustaining pedagogies can be used to achieve equity. Emphasis will also be placed on designing and using assessments to determine student needs and design appropriate pedagogical strategies. Finally, this course will solidify the strengths-based adaptations approach required in the TPA process.

This course consists of the study of current best theories and practices in the teaching and assessment of listening, speaking, reading and writing skills in the classroom. Cultural and linguistic differences will be examined as they pertain to literacy instruction and communication. Fieldwork is required.

This course explores the context and best practices of teacher ethics and classroom management. The course equips students to navigate the implicit and explicit ethical dilemmas inherent in the routine decisions teachers make every school day in a manner consistent with the profession's code of ethics. The course also equips students with a variety of classroom management and ethics strategies and techniques to optimize the learning environment for all students. Fieldwork is required.

The nature, determinants, adjustments, and problems of persons who have cognitive gifts and talents, cognitive delays, physical disabilities, learning disabilities, and who have emotional or behavior disorders will be studied in conjunction with appropriate educational interventions in the mainstream classroom and other settings. The course will acquaint students with (a) characteristics and needs of children with disabilities that affect learning, (b) methods of assessing disabilities, (c) components of the Individual Education Program (IEP), (d) instructional strategies and materials including those appropriate for English language learners, (e) positive behavior support, (f) special needs of families of learners with disabilities, (g) agencies and professional supporting learners with disabilities, and (h) legislation, including Public Law 94-142, IDEA (Part B and Part H), the American Disabilities Act (ADA), and the Rehabilitation Act of 1973 ("Section 504"), as well as subsequent amendments relevant to special education. Ten hours of fieldwork is required. A certificate of clearance is required prior to engaging in fieldwork. Approved by the California Commission on Teacher Credentialing to meet requirements for the credential.

This course provides a 50-hour site-based fieldwork experience that orients candidates to the demands of being a classroom teacher. Through work as an aide in a partner teacher's classroom, candidates will be guided to understand and apply the principles of observational and informal assessment. Information gathered during this fieldwork experience may be integrated into pedagogy planning assignments throughout the IMPACT credential pathway program.

This course will focus on the basic aspects of effective communication between special education professionals and others involved in the education and care of individuals with disabilities, including parents and family members. Special education teachers will acquire methods for effective team-building, knowledge of community resources, and advocacy. Candidates will address content related to case management and self-advocacy for persons in special education. Fieldwork is required.

This course discusses the use of various technologies to promote access to the general curriculum and accommodate, modify, and/or differentiate instruction for students with mild to extensive service needs. Candidates will further analyze a wide variety of technologies in order to appropriately identify which technology(ies) best match with individual student needs. Fieldwork required.

This course provides a 50-hour site-based fieldwork experience that orients candidates to the demands of being a special education classroom teacher. Through work as an aide in a partner teacher's classroom, candidates will be guided to understand and apply the principles of observational and informal assessment. Information gathered during this fieldwork experience may be integrated into pedagogy planning assignments embedded into the special education coursework.

The course focuses on developing an educational approach to supporting positive academic and social behaviors in the classroom and community using the principles of Applied Behavior Analysis (ABA). Specifically, students will be presented with the concepts of reinforcement, punishment, stimulus, control, shaping, and fading as they are applied to increasing or decreasing academic and social behaviors. Students will also be presented with information regarding functional assessment, behavior support and behavior intervention plans, and laws (federal and state) governing behavioral issues related to individuals with special needs. Fieldwork required.

This course will equip candidates with the theories and skills related to assessment and intervention of students with Mild/ Moderate support needs. Candidates will examine the relationship among assessment, disability, and intervention. Candidates will examine the basic concepts and theoretical foundation of assessment as well as the range of assessments from informal to formal. Issues related to culture, language, faith and disability as they impact student learning are also emphasized. This course will provide candidates with opportunities to connect assessment to interventions that address the unique needs of students with Mild/Moderate support needs. Clinical fieldwork at a designated school site is required.

Instructional strategies for students with extensive support needs. Includes assessment, curriculum adaptations, curriculum delivery, and program evaluation built off the principles of data-based instruction. Topics include functional academics, communication skills, behavioral issues, functional skills, and accessing the core curriculum.

Teacher Candidates will learn how to help students with moderate/severe disabilities integrate into a wide range of communities. Strategies will cover social networks, social skills, social model intervention, community-based instruction, movement, mobility, and specialized health care.

Teaching candidates complete the TPA portfolio as a comprehensive assessment of the Teacher Performance Expectations.

Teacher Candidates will complete an initial clinical experience in an extensive support needs school classroom under the direction of a qualified Mentor Teacher and University Supervisor. This clinical experience requires the teacher candidate to adhere to the hour expectations articulated within the site's teacher contract for the entire placement. The evaluation will be based on California's Teaching Performance Expectations.

Teacher Candidates will complete final clinical experience in an extensive support needs school classroom under the direction of a qualified Mentor Teacher and University Supervisor. This clinical experience requires the teacher candidate to adhere to the hour expectations articulated within the site's teacher contract for the entire placement. The evaluation will be based on California's Teaching Performance Expectations.