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Education: Early Childhood Education |
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EDEC 590 - Special Topics in Early Childhood Education
Unit(s): 3
Special topics in the field of Early Childhood Education will be offered on a rotating basis. Students engage in advanced study of theory and research with applications to early childhood education settings. Depending on student and department needs, courses are offered face-to-face, online, or in hybrid format.
Grading: GRD
Prerequisite(s): admission to the School of Education M.A. program.
Teaching Mode: Hybrid or Online
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EDEC 595 - Special Studies
Unit(s): 1-4
Grading: GRD
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Education: Leadership |
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EDEL 580A - Introduction to Educational Leadership and School Management
Unit(s): 3
This course is the introductory course for the Sonoma State University Preliminary Administrative Services Credential program. Candidates examine concepts of leadership, school culture, the dynamics involved in change, democratic decision-making and school governance, diversity, frames of reference, and the roles of an educational leader. Current practices are examined with a view of rethinking schools for the 21st century based on developing educational leadership values.
Grading: GRD
Prerequisite(s): admission to the Preliminary Administrative Services Credential Program.
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EDEL 580B - Advanced Educational Leadership and School Management
Unit(s): 3
This course is designed as the culminating course in the Preliminary Administrative Services Credential Program. The goal of the course is to learn successful strategies and approaches involved in school improvement and ways to develop the school as an organization. Candidates engage in a self-assessment of their skills and abilities and personal theory of leadership in preparation for administrative positions.
Grading: GRD
Prerequisite(s): admission to the Preliminary Administrative Services Credential Program and EDEL 580A.
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EDEL 581 - Management of Educational Personnel: Policies and Procedures
Unit(s): 3
Candidates examine human resource administration as it relates to educational leadership and develop an understanding of the importance and dimensions of issues related to human resources that lead to positive and productive educational settings.
Grading: GRD
Prerequisite(s): admission to the Preliminary Administrative Services Credential Program.
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EDEL 582 - Educational Policy and Politics
Unit(s): 3
This course is an examination of federal, state, and local politics and policy and their effects on school districts and schools. Emphasis is placed on the issues of educational reform, accountability, and finance.
Grading: GRD
Prerequisite(s): admission to the Preliminary Administrative Services Credential Program.
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EDEL 583 - School Law
Unit(s): 4
This course is a study of the governance of schools and the various sources of regulation and allocation of resources impacting education and learning. Case studies and application of various sources of law are explored, including student rights, torts, first amendment issues, special education law, teacher rights, contracts, church and state issues and discipline. School finance leadership and regulations governing budgets are also examined.
Grading: GRD
Prerequisite(s): admission to the Preliminary Administrative Services Credential Program.
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EDEL 584 - Leadership: Community and Family Engagement
Unit(s): 1
This course is part of the requirements for the preliminary administrative credential program. Candidates will examine concepts the role of leaders in promoting genuine and meaningful community and family involvement in the educational process of programs, schools and districts. It includes involving families and other stakeholders in formulating a school vision; methods of building trust, communicating effectively with the community and families, accessing of community services in creating a more holistic approach to education, and the mental health needs of students in schools. Pre-requisite: Admission to the Educational Leadership Credential Program
Grading: CNC
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EDEL 587A - Beginning Field Experience in Administration
Unit(s): 3
Intensive field experience in school administration that extends learnings and competencies in program coursework.
Grading: GRD
Prerequisite(s): admission to the Preliminary Administrative Services Credential program and consent of instructor.
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EDEL 587B - Advanced Field Experience in Administration
Unit(s): 3
This course is the completion of the fieldwork requirement for the program. Candidates provide evidence that they have successfully met all six administrative standards in their fieldwork experiences. Each student completes field assignments and projects that apply learning to educational settings. Cr/NC.
Grading: GRD
Prerequisite(s): admission to the Preliminary Administrative Services Credential Program and EDEL 587A.
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EDEL 588 - Curricular Leadership: Learning and Assessment
Unit(s): 4
In this course, candidates study the relationship between curriculum and learning theory. Three interrelated areas of schooling will be explored. These are the purposes and goals of schooling, learning and cognition, and the role of assessment. Utilizing this information the candidates will assess a curricular aspect within their school setting and develop curricular guides for use in program evaluation.
Grading: GRD
Prerequisite(s): Admission to the Preliminary Administrative Services Credential Program.
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EDEL 589 - Leadership for Diverse Populations and Communities
Unit(s): 2
This course allows candidates to reflect on their own culture and to better understand and the values, points of view from a variety of cultures, ethnic groups, and individuals with special needs. The goals include learning successful strategies and approaches involved in working with diverse communities and how a leader can move their school or district to higher levels of cultural proficiency. The course also looks at the leaders role in promoting learning for all students including those receiving special education services.
Grading: GRD
Prerequisite(s): admission to the Preliminary Administrative Services Credential Program.
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EDEL 590A - Induction Plan
Unit(s): 2
Students develop, in consultation with their employer and SSU program faculty, an induction plan that meets the Professional Administrative Services Credential requirements. The plan reflects an assessment of the administrator’s strengths and needs, future professional goals, and requirements of the position in which the student works. Cr/NC.
Grading: CNC
Prerequisite(s): admission to the Professional Administrative Services Credential Program.
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EDEL 590B - Assessment of Completion of the Induction Plan
Unit(s): 2
During the final seminar the Professional Administrative Services Credential (PASC II), the candidate, in conjunction with program faculty and the employing school district, evaluates the degree of completion of the induction plan proposed in EDEL 590A. The competency review includes the development of an on-going future professional development plan that reflects student strengths and areas of need identified during the PASC II Program.
Grading: CNC
Prerequisite(s): admission to the Professional Administrative Services Credential Program and EDEL 590A.
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EDEL 595 - Special Studies
Unit(s): 1-4
Grading: GRD
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EDEL 596A - Introduction to Advanced Educational Problems
Unit(s): 2
Students will be involved in site-based problem solving and analysis, the generation and field implementation of appropriate solutions, and an evaluation of the chosen solutions. Planning, discussion, monitoring, coaching, and evaluation will occur in a seminar setting.
Grading: CNC
Prerequisite(s): EDEL 590A, possession of Preliminary Administrative Services Credential, and admission to the Professional Administrative Services Credential program.
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EDEL 596B - Completion of Advanced Educational Problems
Unit(s): 2
Same as EDUC 596A.
Grading: CNC
Prerequisite(s): EDUC 590A, a Preliminary Administrative Services Credential, and admission to the Professional Administrative Services Credential program.
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EDEL 596C - Introduction to Collaborative Action Research
Unit(s): 2
Same as EDUC 596A.
Grading: CNC
Prerequisite(s): EDUC 590A, possession of Preliminary Administrative Services Credential, and admission to the Professional Administrative Services Credential program.
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EDEL 596D - Completion of Collaborative Action Research
Unit(s): 2
Same as EDUC 596A.
Grading: CNC
Prerequisite(s): EDUC 590A, possession of Preliminary Administrative Services Credential, and admission to the Professional Administrative Services Credential program.
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Education: Multiple Subject |
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EDMS 100 - Explorations in Teaching
Unit(s): 2
This seminar is designed as a reflection space for students who are considering the teaching profession. They will observe and interact with children and teachers in elementary schools, as well as read about forces that shape teachers and issues they confront in our educational system. They will analyze what it means to be a teacher today in our elementary schools, facing the challenges of diversity, equity, and quality of education.
Grading: GRD
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EDMS 200 - Being a Teacher in Today’s Schools
Unit(s): 2
This seminar continues the process of exploration, building on ED/LIBS 100, where students discussed what it means to be a teacher in our schools today. Here the focus is on the student in elementary education. From an educational perspective, students will consider what it means to be a student; what forces and circumstances shape their identity and their journey as students in elementary education. Students will elaborate their teaching philosophy throughout the semester, interweaving information from their own lives as students, from the readings, and from their field observations.
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EDMS 200 - Being a Teacher in Today’s Schools
Unit(s): 2
This seminar continues the process of exploration, building on ED/LIBS 100, where students discussed what it means to be a teacher in our schools today. Here the focus is on the student in elementary education. From an educational perspective, students will consider what it means to be a student; what forces and circumstances shape their identity and their journey as students in elementary education. Students will elaborate their teaching philosophy throughout the semester, interweaving information from their own lives as students, from the readings, and from their field observations. Spring Only
Grading: GRD
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EDMS 419 - Identity and Agency for Socially Just Classrooms and Communities
Unit(s): 3
Students examine ways in which culture, ethnicity, race, class, gender identity, language, physical/cognitive ability, religion, sexuality, and family structure intersect and impact students’ identity and agency in classrooms and communities. Funds of knowledge, cultural bias, power, and perceptions provide lenses through which students examine social justice and equity. Students identify resources dedicated to these issues. Face-to-Face.
Grading: GRD
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EDMS 463 - Teaching Language and Literacy in the Elementary School Grades TK-2
Unit(s): 3-4
Philosophy, goals, and pedagogy for language and (bi)literacy development in Grades TK-2. Approaching language and (bi)literacy from the combined perspectives of theory, research, and practice, participants will study, apply, and develop instruction and assessment tools and strategies to build and support phonemic awareness, phonics skills, vocabulary knowledge, comprehension, and composition. Course content is aligned with California ELD/ELA Framework and state standards. Face-to-Face.
Grading: GRD
Prerequisite(s): Admission to a Preliminary credential program or permission of the program coordinator. Variable Credit.
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EDMS 464 - Teaching Language and Literacy in the Elementary School Grades 3-6
Unit(s): 4
Candidates develop, refine and extend their knowledge of language and literacy instruction for grades 3-6 based on theory, research, and practice. They take a comprehensive approach in supporting childrens development of language, (bi) literacy skills, and academic language proficiency. Course content is aligned with California ELD/ELA Framework and state standards. Face-to-Face.
Grading: GRD
Prerequisite(s): Admission to Multiple Subject Credential Program.
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EDMS 465 - Introduction to Dual-Language Education: Policies, Methods, and Inquiry for Teachers
Unit(s): 3
This course is designed for current teachers and student teachers in dual-language/bilingual contexts in order to refine their practice as educators of dual-language students to: 1) Develop an understanding of the history of bilingual education in the United States; 2)Reinforce understandings of the background and models of bilingual/dual-language education; 3) Develop current research-basedbest practices for teaching dual-language learners in grades tk-12; 4) Introduce theories, issues, and methodologies related to multilingual language acquisition. Pre-requisites: Admission in a teaching credential program or MA program Spring Only
Grading: GRD
Prerequisite(s): Pre-requisites: Admission in a teaching credential program or MA program
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EDMS 471 - Teaching Social Studies in the Elementary School
Unit(s): 4
Teacher candidates develop pedagogical content knowledge in social studies, exploring K-8 educational practices that promote civic responsibility and cultural understanding. They gain experience with integrating literature, primary documents, secondary resources, technology, hands-on activities, and the arts into social studies curriculum using state/ national standards to inform curricular decisions. Face-to-Face.
Grading: GRD
Prerequisite(s): One successful semester in MS Program.
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EDMS 474 - Teaching Mathematics in the Elementary School
Unit(s): 3-4
Teacher candidates develop effective strategies and techniques for planning, teaching, assessing, and adapting TK-grade 6 mathematics instruction aligned with California’s standards. They develop understandings of childrens mathematical thinking, language and cognitive development, and diversity in order to teach all students effectively. Learner-centered pedagogy is modeled and analyzed throughout. Face-to- Face.
Grading: GRD
Prerequisite(s): Credential Program admission. Variable Credit.
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EDMS 475 - Teaching Science and Visual and Performing Arts in the Elementary School
Unit(s): 3-4
Teacher candidates develop effective strategies and techniques for planning, teaching, assessing, and adapting instruction in all aspects of STEAM (science, technology, engineering, art, mathematics) based on the Next Generation Science Standards (NGSS) and visual and performing arts standards, as well as current research. Assessment in both content areas are explored. Face-to-Face.
Grading: GRD
Prerequisite(s): Credential Program admission. Variable Credit.
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EDMS 476S - Multiple Subject Credential Phase 1 Seminar
Unit(s): 2
On-campus seminar. Components include lesson planning, peer observation, digital portfolio, physical education, and classroom management.
Grading: GRD
Prerequisite(s): Full Admission to the Multiple Subject Credential Program. All post-baccalaureate Multiple Subject candidates must take the course in their first semester in the program. Face-to-Face.
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EDMS 481A - Intern Supervision
Unit(s): 3
This multiple-session supervision and seminar topics address professional issues faced by MS interns. Issues in education are examined through the perspectives of theoretical and practice-based research and the educational foundations of history, philosophy, sociology, anthropology, and politics of education. Interns will analyze their current classroom practices and influences on their teaching, conduct teacher research, and develop a professional portfolio consistent with their district professional growth plan and intern individual learning plan.
Grading: CNC
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EDMS 481B - Intern Supervision
Unit(s): 3
This multiple-session supervision and seminar topics address professional issues faced by MS interns. Issues in education are examined through the perspectives of theoretical and practice-based research and the educational foundations of history, philosophy, sociology, anthropology, and politics of education. Interns will analyze their current classroom practices and influences on their teaching, conduct teacher research, and develop a professional portfolio consistent with their district professional growth plan and intern individual learning plan.
Grading: CNC
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EDMS 481C - Intern Supervision
Unit(s): 3
This multiple-session supervision and seminar topics address professional issues faced by MS interns. Issues in education are examined through the perspectives of theoretical and practice-based research and the educational foundations of history, philosophy, sociology, anthropology, and politics of education. Interns will analyze their current classroom practices and influences on their teaching, conduct teacher research, and develop a professional portfolio consistent with their district professional growth plan and intern individual learning plan.
Grading: CNC
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EDMS 481D - Intern Supervision
Unit(s): 3
This multiple-session supervision and seminar topics address professional issues faced by MS interns. Issues in education are examined through the perspectives of theoretical and practice-based research and the educational foundations of history, philosophy, sociology, anthropology, and politics of education. Interns will analyze their current classroom practices and influences on their teaching, conduct teacher research, and develop a professional portfolio consistent with their district professional growth plan and intern individual learning plan.
Grading: CNC
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EDMS 482F - Full-Time Student Teaching
Unit(s): 10
Fifteen week supervised student teaching (4.5 days per week) in a diverse elementary school setting. Candidates actively engage in planning, co-teaching, solo-teaching, and assessment in all subject areas, managing the school day for a 2-week take over and completing a state-approved Teacher Performance Assessment and program portfolio. Candidates collaborate with and are observed by mentor teacher, university supervisor and peers.
Grading: CNC
Prerequisite(s): Documented subject-matter competence and all Phase 1 courses. EDMS 482P.
Co-requisite(s): EDMS 463 or EDMS 464.
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EDMS 482P - Part-Time Student Teaching
Unit(s): 3
Fifteen week supervised clinical practice (2 days per week) in a diverse elementary school setting. Candidates observe and participate in classroom routines, planning, co-teaching, solo teaching, and assessment in all subject areas in small and whole group setting. Candidates collaborate with and are observed by mentor teacher, university supervisor and peers, managing the school day for a 2-day take over and completing the program portfolio.
Grading: CNC
Prerequisite(s): Full admission to the Multiple Subject Teacher Credential Program including: Certificate of Clearance, negative TB, exams, and prerequisite courses.
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EDMS 482S - Student Teaching Seminar
Unit(s): 2
On-site student teaching seminar that covers all aspects of student teaching including the digital portfolio and becoming a reflective educator. Students meet with their supervisors every week on-site. Taken concurrently with EDMS 482F.
Grading: CNC
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EDMS 495 - Special Studies
Unit(s): 1-4
May be repeated for credit up to 8 units.
Grading: GRD
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Education: Reading and Language |
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EDRL 507 - Research in Language and Literacy
Unit(s): 3
Critical analysis and evaluation of theory and research in reading and language and the implications for curriculum. A focus of the course is literacy. Students may pursue projects on literacy at any age.
Grading: GRD
Prerequisite(s): admission to the Reading/Language or Early Childhood Education M.A. program.
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EDRL 521A - Language Development in First and Second Languages
Unit(s): 3
Research and theory in oral and written language development in home and subsequent languages, and the relationship between literacy learning and teaching. Special attention is given to factors that promote concept development and confident, effective language use. Attention to the structure of the English language, including phonology, orthography, morphology, syntax, and semantics. Contributions from many fields, (e.g., psycholinguistics, sociolinguistics, anthropology, and developmental psychology) provide perspectives for analysis of language acquisition and learning, evaluation of current educational practice, and planning for effective classroom experiences. Transfer strategies from primary language reading skills into English language reading skills are presented based on the tenets of effective language acquisition.
Grading: GRD
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EDRL 521B - Reading and Language Arts in First and Second Languages
Unit(s): 3
Research, theory, and practice focused on written language development in home and subsequent languages. Students read, discuss, and critique theory and research into processes of reading and writing, with an emphasis on writing and written communication. Includes the theoretical foundation of assessment approaches for documenting reading and language arts progress and the relationship between literacy learning and teaching. Topics include sociolinguistic and psycholinguistic factors in reading and writing development, assessment-based reading and writing instruction for English language learners and struggling readers, emergent literacy at all ages, comprehension and study strategies, instructional planning, and evaluation and intervention approaches. Students develop a comprehensive set of strategies for promoting fluent reading, confident writing, and purposeful conversation for diverse student populations.
Grading: GRD
Prerequisite(s): approval of the program.
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EDRL 522 - Assessment and Teaching in Reading and Language Arts
Unit(s): 3
Principles and procedures for literacy and content learning in English in classrooms with bilingual/bicultural students, as well as the design and selection of materials, methods, and contexts for literacy and content instruction at all ages. This course also focuses a variety of strategies for Specially Designed Academic Instruction in English (SDAIE) Field Studies. Applies to the concentration in Reading/Language.
Grading: GRD
Prerequisite(s): approval of the program.
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EDRL 523 - Curriculum Development in Language and Literacy
Unit(s): 3
Critical analysis and development of learning-centered language and literacy curriculum. Evaluation and selection of materials for instruction.
Grading: GRD
Prerequisite(s): approval of the program.
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EDRL 524 - Literature and Literacy
Unit(s): 3
Study of children’s and adolescents’ literature, authors, and ways of using literature in the classroom.
Grading: GRD
Prerequisite(s): approval of the program.
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EDRL 525 - Leadership and Policy in Literacy Programs
Unit(s): 3
An investigation of decision-making and policies for teaching reading and writing and program coordination; current influences, such as cross-cultural and multilingual classrooms, testing, technology, and community involvement. Extensive field experience.
Grading: GRD
Prerequisite(s): approval of the program.
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EDRL 527A - Clinical Field Experience in Reading and Language Arts
Unit(s): 3-6
Supervised practicum for Certificate candidates. In a Reading and Writing Workshop format, candidates work with K-12 students under the supervision of and in collaboration with clinical faculty and Reading and Language Arts Specialist Credential candidates. Certificate candidates are assigned to students based on the candidate’s prior program coursework and professional background, in order to assure diversity of experience with readers and writers of varying ages and abilities. Certificate candidates conduct formal and informal assessments and plan instruction and intervention for students in the clinic. Based on assessment findings, candidates collaborate in the delivery of appropriate instruction and interventions that utilize learners’ strengths in order to address their needs. Candidates participate in clinical conferences and write reports in which they summarize and critique assessment findings and the success of the instruction. Opportunities will be available for candidates to work with beginning readers, struggling readers at different levels, English language learners, and successful readers and writers.
Grading: GRD
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EDRL 527B - Advanced Clinical Field Experience in Reading and Language Arts
Unit(s): 3-6
Supervised practicum for Reading and Language Arts Specialist Credential candidates. In a Reading and Writing Workshop format, Credential candidates supervise Certificate candidates as they work with K-12 students. In turn, Credential candidates are supervised by University and clinical faculty. In collaboration with clinical faculty and other Credential candidates, they assume leadership roles, overseeing all assessment and instructional practices of Certificate candidates and directing all clinic activities. Specialist Credential candidates play a major role in clinical conferences and in the preparation of clinical reports. They also work directly with students in the clinic, providing demonstration of appropriate assessment and intervention strategies and to extend their experience with readers and writers of varying ages and abilities. Opportunities will be available for candidates to work with beginning readers, struggling readers at different levels, English language learners, and successful readers and writers.
Grading: GRD
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EDRL 529 - Evaluation in Reading and Language Arts Programs
Unit(s): 3
Philosophy, purposes, and procedures for evaluation of reading, writing, and oral language. Students examine a variety of evaluation tools and procedures (formal and informal, group and individual) with respect to how teachers can use these instruments and procedures to inform literacy instruction and intervention for diverse populations. Selected procedures are used with struggling readers to identify their reading and writing strengths and needs. Topics include the role of the literacy environment in evaluation results, methods of reporting progress to students, parents, and administrators, and the role of standardized testing in schools. Students develop criteria for reading and language arts program evaluation, maintenance, and enhancement.
Grading: GRD
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EDRL 595 - Special Studies
Unit(s): 1-4
Grading: GRD
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Education: Special Education |
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EDSP 400 - Foundations of Special Education
Unit(s): 3
In this course, students are presented with the history, philosophy and legal requirements related to the implementation of special education services for students with disabilities and their families. Foundational knowledge on typical and atypical human development, examination of disability risk conditions, understanding the Individualized Education Program (IEP) framework and process and the importance of the role of family, school, and community in supporting the well being of individuals with disabilities is provided. Additional emphasis is placed on understanding and examining diverse learners and their families within the context of special education. Class readings and course assignments are integrated within this class to establish the connection from special education theory to practice culminating the development of a personal philosophy of special education.
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EDSP 421A - Effective Practices that Support Students with Diverse Learning Needs
Unit(s): 3
EDCU 421A represents a first course in the study of theoretical orientations, instructional strategies and classroom management to provide inclusive educational support for students with disabilities. The course is designed for Educational Specialist credential candidates in the Mild/Moderate, Moderate/Severe, and Communication Disabilities programs. Course content offers theoretical and conceptual underpinnings of the development of academic skills of students and the development of positive classroom ecologies to support students with special needs. Theoretical and conceptual foundations from a variety of paradigms are developed into applied techniques of instruction and classroom management through a series of readings, exercises, and assignments throughout the course.
Grading: GRD
Prerequisite(s): Admission to the Education Specialist credential program or permission of the instructor.
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EDSP 421B - Early Field Placement
Unit(s): 1
EDSP 421B is an Early Field Placement during which candidates spend approximately 60 hours observing and participating in three special education classrooms or placements. In conjunction with EDSP 421A and the introduction on specific topics, the candidate will observe the teacher and students in the observation classrooms/settings to understand how these topics are operationalized in special education settings. These observations will be discussed further during class and via online discussion forums. The guided exploration of the work of a special education teacher and the ecology of the classroom will enrich the candidate’s understanding of the profession and help to build the foundational knowledge and skills needed to be an effective special education teacher.
Grading: CNC
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EDSP 421C - Using Educational and Assistive Technology
Unit(s): 1
EDSP 421C surveys the use of technology to enhance teaching and learning in special education classrooms. A variety of topics are considered including the roles of technology in teaching and learning, designing lessons that incorporate the effective use of technology and using technology to support special populations. Both theory and practice in the use of educational and assistive technology will be examined through readings, discussions and activities in an online environment.
Grading: GRD
Prerequisite(s): Admission to the Education Specialist credential program or permission of the instructor.
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EDSP 421D - Healthy Learners & School Environment
Unit(s): 1
In this course, personal, family, school, and community health are the framework for presenting coordinated health education in K-12 schools to teaching credential candidates. Subject matter includes school health laws, universal precautions, common diseases and prevention, drugs, alcohol and tobacco, sexuality, nutrition, fitness, pregnancy, special populations, child abuse, bullying, gender issues, community, diversity, and human ecology. Based upon California Health Framework, meets state credential requirements.
Grading: GRD
Prerequisite(s): admission to the Education Specialist Credential Program or permission of the instructor.
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EDSP 422A - Case Management and Transition Planning in Special Education
Unit(s): 3
In this course and accompanying Seminar, students will explore the communication and collaboration skills necessary for effective case management and transition planning for individuals with exceptional needs. Emphasis is placed on examining the skills, models, and strategies for successful collaboration in the context of special education service delivery requirements and models. Additional emphasis is placed on developing a comprehensive case management system as well as planning, implementing, and evaluating transition services across the lifespan for all learners. Class readings, course assignments, and specific fieldwork activities (EDSP 422B) are integrated within these classes to establish the connection from theory to practice culminating in the development of a case management notebook. Concurrent enrollment in EDSP 422A and EDSP 422B is expected.
Grading: GRD
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EDSP 422B - Participant Observation/Fieldwork
Unit(s): 1
In this course and accompanying Seminar, students will explore the communication and collaboration skills necessary for effective case management and transition planning for individuals with exceptional needs. Emphasis is placed on examining the skills, models, and strategies for successful collaboration in the context of special education service delivery requirements and models. Additional emphasis is placed on developing a comprehensive case management system as well as planning, implementing, and evaluating transition services across the lifespan for all learners. Class readings, course assignments, and specific fieldwork activities (422B) are integrated within these classes to establish the connection from theory to practice culminating in the development of a case management notebook. Concurrent enrollment in EDSP 422A and 422B is expected. Class open to student programs of CRED, CREDC, CRED2, or Group RUCR (admitted to credential).
Grading: CNC
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EDSP 423 - Assessment of Students with Disabilities
Unit(s): 3
In EDSP 423, candidates explore the basic principles and strategies of assessment and the ways that assessment informs curricular and instructional decisions for individuals with diverse special education needs. Candidates learn to use a variety of formal and informal assessments, linking these with progress monitoring to analyze student performance and develop appropriate goals based on findings. Legal, ethical, and diversity issues related to assessment are explored. Eligibility criteria and characteristics of students with disabilities are also a focus of this course.
Grading: GRD
Prerequisite(s): Admission to Education Specialist Credential program or by permission of the instructor.
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EDSP 424 - Positive Behavior Supports for Students with Disabilities
Unit(s): 3
Functional assessment and analysis are used to develop positive behavior support plans for children with more significant behavior needs. The goal of this course is to help candidates learn to promote the social competence, self-management, and communication skills of students with special needs through behavior support.
Grading: GRD
Prerequisite(s): Admission to the Education Specialist Credential Program or by permission of the instructor.
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EDSP 425 - Developing Academic Performance-Mild/Moderate
Unit(s): 4
EDSP 425 is designed to provide candidates in the Education Specialist Mild to Moderate Disabilities Credential Program with a research-based perspective on developing academic performance for students with mild to moderate disabilities. The relationship among assessment, curriculum, and instruction is investigated through the examination and application of a variety of informal assessments, instructional strategies, and curricula within the context of access to the core curriculum and content standards. Curricular modifications and instructional strategies that support students with mild/moderate disabilities in inclusive settings are explored. Coursework follows a “theory into practice” format consisting of classroom simulations, visitations, guided activities, and student projects using field-based lessons.
Grading: GRD
Prerequisite(s): admission to the Education Special Credential Program or permission of the instructor.
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EDSP 426 - Communication Development: Assessment and Instruction
Unit(s): 4
In this course, students are presented with an overview of typical and atypical communication development in special populations. Evaluation measures, evidence based practices and effective instructional strategies related to the implementation of special education services for students with communication disorders and their families are addressed. Foundational knowledge on intervention techniques, AAC, and second language development is provided. Additional emphasis is placed on the communication and collaboration skills useful in forming productive partnerships with families, school personnel and community service providers. Class readings and course assignments are integrated within this class to establish the connection from special education theory to practice culminating in the development of a communication report.
Grading: GRD
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EDSP 428 - Education of Students with Moderate/Severe Disabilities
Unit(s): 4
EDSP 428 provides candidates in the Education Specialist Moderate to Severe Disabilities Credential Program with a research-based perspective on developing skills that are functionally tied to real world demands and that are required for successful inclusion in school, community, and workplace.
Grading: GRD
Prerequisite(s): admission to the Education Special Credential program or permission of the instructor.
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EDSP 430 - Introduction to Special Education
Unit(s): 3
Students with disabilities are members of school communities around the nation and must be educated to the extent possible with their peers. Special education theory, pedagogy, legislation, public policy, and advocacy related to the education and inclusion of students with special needs into the least restrictive environment are introduced. Eligibility categories in special education, characteristics of students with disabilities, and implications for teaching are discussed. Evidence-based practices, such as Universal Design for Learning, Multi-tiered systems of support, and assistive technology will be introduced. Thirty hours of required field experience. May be taught as hybrid. Students in credential programs only.
Grading: GRD
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EDSP 432 - Young Children with Special Needs
Unit(s): 4
An introduction to theories, research, and practices related to providing appropriate services for young children with special needs (birth through 8). Topics include: early identification of exceptional needs; collaborative partnerships for inclusive education; the role of parents; strategies and resources for supporting the educational, social, behavioral, and/or medical needs of young children; and the requirements of special education laws.
Grading: GRD
Prerequisite(s): Junior or Senior standing.
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EDSP 433 - Teaching Adolescents with Special Education Needs
Unit(s): 3
Effective teaching practices for secondary-aged students with special needs and giftedness, with emphasis on academic and social needs, as well as teachers’ responsibilities in the Individual Education Program (IEP) process. Candidates develop strategies for collaborating with families and other educators. Course includes field experiences and online activities.
Grading: GRD
Prerequisite(s): Concurrent enrollment in EDSS 458/Student Teaching or consent of the instructor.
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EDSP 460 - Teaching Event Seminar
Unit(s): 2
This seminar accompanying the student teaching experience (EDSP 465 or EDSP 467) is designed to support student teachers as they apply the skills and knowledge they’ve learned in coursework to the teaching of individuals with special needs. Through the seminar, they will also complete a teaching event demonstrating their competence as special educators as well as receive guidance and support aimed at a successful student teaching experience.
Grading: GRD
Prerequisite(s): Admission to the Education Specialist Mild/Moderate Disabilities Credential program, Corequisite: EDSP 465 or EDSP 467.
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EDSP 465 - Practicum: Mild/Moderate Disabilities
Unit(s): 11
EDSP 465 represents the student teaching component of the Mild/Moderate Disabilities credential program. Credential candidates student teach for 12 or more weeks under the guidance and supervision of a master teacher in the schools as well as a University supervisor from SSU.
Grading: CNC
Prerequisite(s): Admission to the Education Specialist Mild/Moderate Disabilities Credential Program, completion of requirements described in handbook.
Co-requisite(s): EDSP 460.
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EDSP 466 - Practicum in Second Credential Area
Unit(s): 2
To fulfill CTC requirements of clinical fieldwork and supervision, candidates pursing a second education specialist credential participate in 12 weeks of full-time, supervised student teaching. University supervisors observe, support, and coach candidates in their classrooms Fall & Spring
Grading: CNC
Prerequisite(s): Prerequisite: Admitted to CRED2
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EDSP 467 - Practicum: Moderate/Severe Disability
Unit(s): 11
EDSP 467 represents the student teaching component of the Moderate/Severe Disabilities credential program. Credential candidates student teach for 12 or more weeks under the guidance and supervision of a master teacher in the schools as well as a University supervisor from SSU.
Grading: CNC
Prerequisite(s): Admission to the Education Specialist Mild/Moderate Disabilities Credential Program, completion of requirements described in handbook.
Co-requisite(s): EDSP 460.
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EDSP 481 - Internship Practicum/Seminar
Unit(s): 4
This course provides on-going support and guidance to Internship teachers serving diverse learners with special needs. The course focuses on examining the California Standards for the Teaching Profession and connecting these standards with University coursework and the Intern’s teaching experience. This is a hybrid course in which teachers meet in A seminar format (face to face) and in an online format. The course focuses on problem solving using the standards, University courses, and individual teaching experiences as frames of reference. Learning from and supporting other interns by sharing individual teaching experiences is the major emphasis of this course as well as offering support in developing the program portfolio. In addition to the seminar, the practicum will provide support and guidance to interns in their classrooms. On-site support teachers and University faculty will visit teacher’s classrooms, conference with teachers about their needs, observe classroom practices, and provide feedback on observations.
Grading: GRD
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EDSP 490A - Educating Students with Autism Spectrum Disorders
Unit(s): 3
This course intends to provide class participants with an overview of characteristics, etiology, and prevalence of autism spectrum disorders. An additional aim of this course is to supply participants with the knowledge and skills necessary to support the learning of children with autism spectrum disorders including instructional strategies, classroom organization, and teaming with families and professionals.
Grading: GRD
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EDSP 490B - Autism Spectrum Disorders: Seminar and Fieldwork
Unit(s): 2
This practicum and attached seminar will provide candidates with the opportunity to implement evidence-based practices with students diagnosed on the autism spectrum. Candidates will also engage in progress monitoring and the selection and administration of appropriate assessment measures. The seminar will extend candidate understanding of the service delivery options available to students with Autism Spectrum Disorders.
Grading: GRD
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EDSP 495 - Special Studies
Unit(s): 1-4
May be repeated for credit up to 8 units.
Grading: GRD
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EDSP 501 - Formative Assessment and Induction into Teaching
Unit(s): 3
Education 501 is the initial course in the Professional Induction Credential Program for the Educational Specialist Credential Program. This course offers 1) a forum for the development of an individualized plan for the induction of new special education teachers into the profession of Special Education, 2) a format for self reflection and evaluation of teaching practices through the analysis of teaching videos, 3) the development of an applied field project developed in response to the teachers’ areas of professional needs and interests, and 4) opportunities to participate in a Professional Learning Community. The Individual Learning Plan or similar Induction Plans developed during Preliminary Level I program forms the basis of the development of the Professional Induction activities. The candidates develop the Induction Activities with support and approval of their University instructor and school district mentor/support provider and within a research-based perspective. Class restricted to students of the Clear Induction Ed Spec Cred subplan.
Teaching Mode: Online
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EDSP 502 - Advanced Pedagogy in SPED
Unit(s): 3
Candidates will deepen their understanding of pedagogies most effectively and equitably used to support the learning and behavioral needs of children with disabilities as well as children with disabilities who are also English language learners. Multiple assessment measures, including progress monitoring tools, will be linked to instructional planning to differentiate lessons according to student needs within the context of grade level standards and curriculum frameworks.
Grading: GRD
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EDSP 503 - Leadership Law and Advocacy in Special Education
Unit(s): 3
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EDSP 504 - Formative Assessment and Induction Culmination
Unit(s): 3
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EDSP 512 - Advanced Issues in Assessment, Curriculum, and Instruction for Students with Disabilities
Unit(s): 3
EDUC 512 is part of the Professional Level II Education Specialist Credential program. Foundational knowledge in assessment, curriculum, and instruction is extended within EDUC 512. Candidates gain advanced skills in planning, conducting, reporting, and utilizing a variety of assessments, and in integrating assessment results into instructional planning. Issues such as assessment bias and research, law, and policies and procedures pertaining to the assessment process are addressed. Broad curricula areas including vocational development and community living preparation, diverse instructional approaches, and educational technologies are also addressed. Adaptation and modification of assessment, curriculum, and instruction to meet the individual needs of students with disabilities is a course focus.
Prerequisite(s): admission into the Professional Level II Education Specialist Credential Program.
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EDSP 513 - Current and Emerging Research and Practice in Special Education
Unit(s): 3
EDSP 513 is part of the Level II Education Specialist Credential Program. The course will critically examine emerging research on varied issues impacting special educational policy and practice. The value of empiricism as a philosophy, and data-based teaching practices will be explored. The issues surrounding quantitative and qualitative measurement along with varied conceptualizations of validity, reliability, and accountable practice will be explored via assigned readings and individual projects. These projects will require students to assess the research-based merits of selected special educational practices. Candidates will be required to triangulate various quantitative and qualitative measures of educational and policy effectiveness in order to render empirically informed conclusions about differential effects of various practices in the field of special education.
Grading: GRD
Prerequisite(s): admission into the Professional Level II Education Specialist Credential Program.
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EDSP 514 - Advanced Communication, Collaboration, and Consultation in Special Education
Unit(s): 3
EDUC 514 is a required course for the Professional Level II Education Specialist Credential Program. EDUC 514 explores advanced issues surrounding communication, collaboration, and consultation in special education. The effective performance of educational leadership, advocacy, and team management, as well as methods for positively representing special education to parents, administrators, and other educators are addressed in the course. Additionally, skills and methods of collaborating and communicating with professionals and paraprofessionals about students’ complex emotional and behavioral needs are addressed. The area of cross-agency transitional services and individualized transitional experiences are explored with emphasis on communication and collaboration across human service agencies. The development of collaborative planning, evaluation and refinement of instructional strategies, curriculum, adaptations, and behavioral support are also required of candidates taking EDUC 514.
Grading: GRD
Prerequisite(s): admission into the Professional Level II Education Specialist Credential Program.
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EDSP 515 - Advanced Legal Issues in Special Education
Unit(s): 3
EDSP 515 is part of the Professional Level II Education Specialist Credential Program. Advanced legal issues faced by teachers, administrators, and parents in special education are addressed. Topics include entitlement to services, procedural due process, complaint resolution, least-restrictive environment, provision of related services, parent participation, shared decision-making, and other related legal issues. Candidates review federal legislation, case law, and statutory requirements within the context of understanding the legal framework underlying special education and providing services, which are legally, as well as programmatically, sound.
Grading: GRD
Prerequisite(s): admission into the Professional Level II Education Specialist Credential Program as well as EDUC-MA students.
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EDSP 522A - Family Partnerships in Early Childhood Special Education
Unit(s): 3
Build collaborative partnerships with the families of young children with disabilities. Develop the knowledge and skills to engage in culturally competent practices and be responsive to the needs, priorities and concerns of families. Collaborate with families to implement routines based interventions. Emphasis on family systems theory and family centered practice. Prerequisites: Admission to Early Childhood Special Education Added Authorization (ECSE-AA) program OR MA program; Concurrent enrollment in EDSP 522B for students in ECSE-AA. Taught in face-to-face or hybrid modes.
Grading: GRD
Teaching Mode: Hybrid
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EDSP 578 - Project Continuation
Unit(s): 1-3
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EDSP 590 - Critical Issues in Special Education
Unit(s): 3
Education 590 examines advanced issues surrounding current and critical issues in special education. Students will engage in self-directed inquiry exploring emerging theories and research in the field of special education. Further, the course will focus on the importance of understanding and respecting differing perspectives and positions related to special education theory and research.
Grading: GRD
Prerequisite(s): admissions to the Professional Level II program, M.A. program, or consent of the instructor.
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EDSP 595 - Special Studies
Unit(s): 1-4
Course may be repeated for credit.
Grading: GRD
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Education: Single Subject |
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EDSS 410 - Fieldwork and Seminar in Science Teaching and Learning
Unit(s): 3
45 hours of observation in middle/high school science classrooms, plus a weekly seminar. Students begin to view school science from the vantage point of a teacher. Intended primarily for students completing the Foundational Level General Science subject matter preparation program or considering a career in science teaching.
Grading: GRD
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EDSS 418 - Development in Adolescence and Emerging Adulthood
Unit(s): 3
An analysis of adolescent development and contemporary adolescent experiences as it addresses the central question of how adolescents differ from adults and children in terms of development. Examination of specific dimensions of adolescent development include physical, cognitive, psychological, social, sexual, moral, and spiritual. Course content is appropriate for those planning to pursue careers in psychology, counseling, social work, and education. Restricted to: juniors, seniors CRED, CREDC, CREDP, CRED2, plan of EDUC-MA and to credential student group (RUCR).
Grading: GRD
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EDSS 442 - Equity and Agency in Teaching and Learning
Unit(s): 3
Course explores theory, research and pedagogy related to teaching and learning in heterogeneous, secondary classroom settings. Concerns and experiences common to all teachers are addressed. The course focuses on issues of social justice and ways to implement equitable practices within teaching and the institution of education as a whole.
Grading: GRD
Prerequisite(s): admission to the Single Subject Credential Program, EDUC 417, and EDUC 418.
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EDSS 443A - Creating Effective Learning Communities: Field Settings
Unit(s): 4
Focused and systematic observation and structured participation, including co-teaching and limited solo teaching, in heterogeneous, secondary classroom settings leading to a supervised student teaching experience.
Grading: CNC
Prerequisite(s): admission to the Single Subject Credential Program, EDUC 417, EDSS 418. Must be taken concurrently with EDSS 443B.
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EDSS 443B - Creating Effective Learning Communities: Seminar
Unit(s): 3
Emphasizes positive approaches to discipline consistent with restorative justice and trauma-sensitive approaches. Guides students’ observations with emphasis on classroom management and provides continuity between the Single Subject program and observation placements. Prepares students for successful student teaching via classroom management plans.
Grading: GRD
Prerequisite(s): EDUC 417, EDSS 418. Concurrent with EDSS 443A.
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EDSS 444 - Curriculum, Instruction and Assessment
Unit(s): 1-4
Students learn to organize curriculum, plan instruction and engage in formative assessment using appropriate content and language/literacy standards. Practices that support diverse learners in secondary classrooms are experienced, analyzed and approximated. May be repeated for credit.
Grading: GRD
Prerequisite(s): EDUC 417, EDSS 418; admission to the Single Subject Credential Program.
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EDSS 446 - Language and Literacy Development in Secondary Classrooms
Unit(s): 4
Principles, methods, and materials for guiding disciplinary and digital literacy in secondary classroom settings. Includes development theory and current issues in reading/language pedagogy for first and second language learners.
Grading: GRD
Prerequisite(s): admission to the Single Subject or Education Specialist Credential Program, EDUC 417, EDSS 418, or permission of instructor.
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EDSS 458 - Student Teaching in Multicultural Settings
Unit(s): 12
A supervised teaching experience in a multicultural middle, junior high, or senior high school setting under the guidance of a resident teacher and a University supervisor. Assignment consists of three teaching periods and two preparation periods daily. Two periods entail full student teaching responsibility as outlined in the Single Subject Handbook. The third period consists of assisting the resident teacher and/or limited teaching responsibilities in a supplemental authorization subject area. Student teachers may team teach in some or all of the classes.
Grading: CNC
Prerequisite(s): successful completion of all Phase I courses and successful presentation of a program portfolio. Must be taken concurrently with EDSS 459.
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EDSS 459 - Seminar for Secondary Student Teachers
Unit(s): 4
This seminar supports student teacher candidates during their student teaching semester. The course provides opportunities for candidates to exhibit and examine their teaching competence in regard to classroom management, curricular planning, instructional strategies for diverse learners, assessment, and professional development. Candidates assemble a teaching portfolio. In addition, the weekly seminar prepares candidates for the PACT Teaching Event, a summative performance assessment of the candidate’s demonstrated ability to plan, implement, and assess a significant segment of teaching. Successful completion of the Teaching Event will be required to earn a California Preliminary Single Subject Credential.
Grading: GRD
Prerequisite(s): successful completion of all Phase I courses. Must be taken concurrently with EDSS 458.
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EDSS 495 - Special Studies
Unit(s): 1-4
May be repeated for credit up to 8 units.
Grading: GRD
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Education: Teaching English to Speakers of Other Languages |
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EDTE 540 - Theories and Research in Second Language Acquisition
Unit(s): 3
This course provides an overview and critical examination of the theories and research in second language acquisition (SLA) and explores relationships between this work and second language teaching and learning. Major theories examined will include those from cognitive, psycholinguistic, sociolinguistic, and sociocultural perspectives.
Grading: GRD
Prerequisite(s): admission to the SOE M.A. Program.
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EDTE 541 - Advanced Pedagogical Grammar
Unit(s): 3
In this course you will gain an understanding of the grammar of English and how to use this understanding in teaching English as a second or foreign language. We will explore a variety of current perspectives and approaches to describing and teaching grammar.
Grading: GRD
Prerequisite(s): admission to SOE M.A. Program, EDTE 544.
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EDTE 542 - Teaching Multilingual Writers
Unit(s): 3
This course investigates the theory and practice of learning to write in a second language from an applied linguistics perspective. Topics will include the theoretical developments in L1 and L2 composition, current research issues, and pedagogical concerns, among others.
Grading: GRD
Prerequisite(s): Admission to the SOE M.A. Program, EDTE 544.
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EDTE 543 - Practicum in Teaching ESL
Unit(s): 3
The practicum is designed to provide students with an opportunity to observe an ESL teacher(s) and to have a supervised experience in teaching English learners. A seminar accompanies the field experience.
Grading: GRD
Prerequisite(s): admission to the SOE M.A. Program, EDTE 544.
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EDTE 544 - Advanced Methods of Teaching English as a Second/Foreign Language
Unit(s): 3
This course is designed to provide an in-depth study of methods for teaching English to non-native speakers at various levels. Students will link theory to practice through the study of current methods for teaching and developing speaking, listening, reading, and writing processes in English.
Grading: GRD
Prerequisite(s): admission to the SOE M.A. Program.
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EDTE 545 - Special Topics in Teaching ESL/EFL
Unit(s): 3
Special Topics in the fields of applied and sociolinguistics related to teaching English as a second or foreign language will be offered on a rotating basis.
Grading: GRD
Prerequisite(s): admission to the SOE M.A. Program.
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