Course Descriptions

EDU 31 - Introduction to Early Childhood Education: Profession and Programs (3)
A study of the history, scope, and current philosophies of programs for young children. Observations in a variety of local early childhood programs, and exploration of the education and licensing requirements for such programs. Ethical and value issues in working with children and their families, as well as the importance of becoming an advocate for upgrading the profession and improving the quality of children's services, are stressed.

EDU 32 - Early Childhood Education: Observation and Curriculum Planning (3)
Introduction and use of alternative formats for recording observations of children. Use of observational data and portfolios to diagnose children's interests, developmental levels, and learning needs. Review of basic principles of child development and their application in the early childhood setting by means of observation and curriculum planning. Opportunities to create environments that enhance cultural pluralism. Includes opportunity for observation and participation in an early childhood setting. Prerequisite: Departmental approval.

EDU 33/133 - The Visual and Performing Arts for the Young Child (3)
A study of the visual arts (basic concepts, theories, and techniques); dance (basic concepts, and improvisations including philosophical and practical differences among the various disciplines of dance); music (singing, listening and improvisational activities); theatre arts (creative drama, role playing, improvisation and story enactment).

EDU 36 - Emergent Math and Science Experiences in the Preschool Classroom (3)
An exploration of ways to enhance children's natural interest in mathematics and their disposition to use it to make sense of their physical and social worlds. Students will also learn to create preschool science programs based on the premise that young children develop science knowledge as they observe and act on the world, ask questions, make predictions, test those predictions, and reflect on their experience. Piaget's theory of cognitive development will be studied in detail.

EDU 37 - Infant and Toddler Development and Care (3)
This course presents an in-depth study of infant and toddler development. The principles of infant and toddler care-giving with an emphasis on the environment and appropriate learning activities will be explored. Health, safety, nutrition, and parent relations will also be discussed. Observation of infants and toddlers and programs for them is required.

EDU 39 Supervised Field Work: Preschool (6)
Instruction of children in an early childhood setting under the direction of a master teacher. Conferences with teachers and supervisors accompany this work. Weekly seminars include methods of curriculum planning and child guidance, as well as content related to children's health, safety, and nutrition.
Prerequisite: Departmental approval. This course is taken for CR/NC.

EDU 100 Introduction to Liberal Studies and the Concurrent Program of Undergraduate Teacher
Preparation (1)
Introduction to the study of the liberal arts and sciences and to the concurrent program of teacher preparation. Students are introduced to the interrelationships among subject matter areas and to the essential connection between subject matter preparation and pedagogy (methods of teaching and assessment of learning). Integrating themes of diversity and technology are introduced. Other topics include the philosophy of the liberal studies major and the goals of the concurrent program of teacher preparation and the California Content Specifications included in the program of study. The MSMC Liberal Studies Portfolio and the California Subject Matter Examination for Teachers (CSET), as components of the final assessment of the major and the subject matter preparation program, are introduced and explained.

EDU 101 Introduction to the Concentration: Liberal Studies Major (.5)
This seminar provides: (1) an introduction to the concentration selected as part of the Liberal Studies Major and (2) a continuing focus on the program in relation to topics introduced in EDU 100. Students focus on: a) the coherent relationship among the courses, b) the role of technology in society and of ethical issues surrounding the impact of technology on society, c) an understanding of the diverse ethnic, gender, cultural, and disability perspectives, and d) organization of knowledge in the major and the various teaching strategies experienced in the areas of study. Prerequisites: Successful completion of EDU 100.

EDU 102 Integrative Seminar in Liberal Studies (1)
Culminating course required to complete the Liberal Studies Major. Students examine the relationships among the disciplines included in their program of study, synthesize the major themes, and compare the forms of inquiry. Requirements for the Liberal Studies Portfolio are reviewed and selected requirements discussed and submitted as class assignments. Course includes review of application procedures for supervised teaching, including the California Subject Matter Examination for Teachers (CSET) as a required component.

EDU 200 - Research Methods (3)
A study of the various approaches to educational research including qualitative and quantitative methodologies. Intended to develop facility in reading research articles and applying knowledge gained through research to one’s own teaching practice and to issues of importance in education. A literature review is developed in this class that may be used as the background research for a masters project.

EDU 205 Technologies for Educators (3)
This course is an advanced seminar in which teachers study the pedagogical implications of technology in education and gain practical experience in integrating technology into classroom instruction. In addition to applying common software (word processing, spreadsheets, database, multi-media) to educational objectives, students will be engaged in projects utilizing collaborative dialogue tools (email, discussion groups), teleconferencing, internet research, electronic portfolios and distance learning. Course assignments require application of principles in the teacher’s current teaching context.
Prerequisite: Preliminary credential and demonstration of general technological knowledge and skills. The course meets the California Commission on Teacher Credentialing Level II technology requirements for the Professional Clear Credential; meets Induction Standard 16 requirements.

EDU 106/206 School and Society (3)
This course explores major concepts and principles regarding the historical and contemporary purposes, roles and functions of formal education in American society. Three primary areas are examined: (1) the social and cultural conditions of K-12 schooling, especially as it related to persistent inequalities in schools and the role of teachers in the creation of equitable classrooms; (2) the underlying principles, values, and history of the content areas taught in K-12 schools in the U.S. and (3) legal and ethical obligations of teachers and schools in today’s society.

EDU 212 - Physical Education: Elementary Curriculum (1)
This course is designed to introduce elementary teacher preparation candidates to the California Physical Education Framework and specific teaching strategies for the development of students’ motor skills, a healthy lifestyle, student knowledge of rules and strategies of games and sports, and student self-confidence and self-worth in relation to physical education and recreation.

 EDU 213A - Health-Related Issues in Education (1)
The course addresses major laws, concepts and principles related to creating a supportive, healthy environment for K-12 student learning. Credential candidates will study the effects of student health and safety on learning, teachers’ legal responsibilities, and how to access school and community resources to meet individual student needs. They will practice means for working constructively with students, families and community members on health and safety issues.

EDU 213B: Healthy Environments for Student Learning (3)
This advanced course addresses major concepts and principles related to creating a supportive, healthy environment for student learning. Teachers will identify health and safety factors that influence student well-being. They will become knowledgeable about school and community resources that support health and safety including accident prevention strategies, violence prevention, conflict resolution, the adopted health curriculum, and school and community health and mental health resources. Teachers will also investigate strategies for building a classroom climate of trust and respect where students can develop positive social skills. They will practice means for working constructively with students, families, and community members to create safe school environments that respect the rights of teachers and students. All course assignments will be applied to the teaching assignment. Course assignments require application of principles in the teacher’s current teaching context. Prerequisite: Preliminary teaching credential. Approved by the California Commission on Teacher Credentialing for the Level II health requirement for the Fifth Year Professional Clear Credential, meets requirements for Induction Standard 18.

EDU 240 Curriculum Design and Evaluation (3)
This course prepares teachers to take leadership roles in curriculum and program design. Using principles of Understanding by Design, teachers will identify standards-based student outcomes and design curricula that will enable students to reach those academic goals. These curriculum design skills will be used to critically analyze and adapt existing curricula as well as design new curricula. Teachers will develop skills in formative and summative program evaluation to examine the effects of curriculum innovation on student performance and modify curricula based on those findings. Prerequisite: Preliminary Teaching Credential

EDU 241 Effective Practices for Coaching and Mentoring Teachers (3)
This course will equip teacher leaders with the theoretical understanding and knowledge and skill necessary to coach and/or mentor first-year teachers as well as experienced teachers wishing to examine their practice. This course will focus on the development of the knowledge and skills to assist teachers in developing a cycle of reflective practice and improving their pedagogy. Teacher leaders will also learn and apply key features of adult learning and development. Additional topics will include building rapport among colleagues, conducting classroom observations, developing effective listening and questioning skills, providing constructive feedback to colleagues, and fostering a collaborative working environment among all stakeholders. Course content will include Formative Assessment Training and fieldwork for BTSA Induction Support Providers. Prerequisite: Preliminary Teaching Credential and three years of teaching experience.

EDU 242 Creating Inclusive and Motivating Classroom Environments for All Students (3)
This course focuses on enhancing teachers’ abilities to engage a diverse body of students, including those often described as reluctant learners, marginalized, or at risk of failure within our school system. Teachers will develop their capacity to increase student motivation through an examination of various theories linked to practical applications. For example, using principles of critical pedagogy, teachers will link curriculum to issues students face in their daily lives. Strategies learned will include those aimed at helping students build self-determination as they take responsibility for and think critically about their learning. Teachers will hone their pedagogy to enhance teacher-student relationships, maximize learning opportunities through cooperative and collaborative learning, differentiate instruction, and create an environment where all students can be successful. Prerequisite: Preliminary Teaching Credential. Meets requirements for Induction Standard 17.

EDU 243 Teacher Leadership in Professional Development (3)
Teacher leaders are often asked to develop professional development activities in their areas of expertise. This course will provide a foundation in the design of professional development programs and effective pedagogy for adult learners. Teachers will conduct a needs assessment to determine the professional development needs for their school in a particular area, design and implement a professional development program to address these needs, and evaluate the effects of the program on teaching skills and student outcomes. In addition, teachers will develop their presentation and publication skills. Prerequisite: Preliminary Teaching Credential and three years of teaching experience.

EDU 244A/B National Boards Preparation Seminar (3-3)
Taught by a National Board certified teacher, this two-semester seminar will guide teachers through the preparation for the completion of the portfolio and assessment requirements for National Board certification in their discipline area. Prerequisite: Preliminary Teaching Credential and three years of teaching experience

EDU 245A/B Formative Assessment Induction Portfolio Review (3-3)
Teachers participating in an Induction Program may submit their year-one and year-two formative assessment induction portfolio for review for graduate credit. The portfolios are reviewed for credit according to an evaluation rubric available from the Education Department. The portfolio submission deadline is June 30th at the end of the first and second year of induction. Portfolios are not accepted for review after the June 30 deadline for each of the two years of induction. An evaluation fee of $100 is charged for each submission. Prerequisite: Acceptance in the Professional Clear Teacher Preparation Program and participation in an approved Induction Program.

EDU 246 Grant Writing for Classroom Resources (3)
Grant writing is often the only way to obtain much needed resources for classrooms, especially when implementing innovative curricula and programs. In this course, teachers will learn how to identify grant opportunities, design a project with defined student outcomes that meet the grant specifications, develop a budget, monitor grant implementation, and write a final grant report. Prerequisite: Preliminary Teaching Credential.

EDU 150/250 - Elementary Instruction: Theory and Practice (3)
This course is designed to develop effective instructional and management methods within the context of a multilingual society and is the introductory professional preparation course for the Elementary Teacher Preparation Program. Students develop effective educational practices through observation and participation in an elementary school classroom, inquiry-based research carried out be the teacher candidates themselves, the use of technology tools and curriculum resources, and the study of educational and language learning theories. Course content includes classroom management, standards-based lesson planning, and an emphasis on content instruction for students learning English as a new language.

EDU 251 Child and Adolescent Development and Learning Across Cultures (3)
In this course teacher candidates analyze learning and development in children and adolescents across cultures and explore the complementary and interdependent relationships of biology and culture. Historical and global comparisons will be made to contemporary Angelino children as well as to the educator’s personal experience. Emphasis is placed on developing a personal philosophy of how we, as a society and as individuals, can work to give children healthy foundations that support growth and learning.

EDU 252 Culture and Cultural Diversity (3)
This course is designed for teacher candidates to explore the role that culture plays and has played in our lives, classrooms, city and country. Students analyze the nature and manifestations of culture, the concepts of cultural contact, and the history of cultural diversity in the United States and California. The dynamics of prejudice are studied, and emphasis is placed on delineating curriculum and practices that honor, motivate, and empower all students. Examination of personal biases and identification of areas of deficient knowledge is encouraged. Use of the Los Angeles community as a powerful resource will be explored.

EDU 253 - Language Competence and Education (3)
This course is designed to provide general and special educators with a foundational background in applied linguistics as it relates to K-12 instruction with applications for reading instruction and language development for students with limited English proficiency and students with language learning disabilities. Topics to be covered include the structure of English, linguistic variation, language development in first- and second-language learners, disorders of language development, and implications for creating classroom environments that promote language development.Description of class goes here.

EDU 154/254 - Mathematics and Science: Elementary Curriculum (3)
This course examines mathematics and science concepts and theories and their application in teaching. A major focus is on constructivist learning and inquiry and related instructional methods and assessment procedures. Concrete, manipulative materials critical to the learning of mathematics and science are used throughout the course. Emphasis is placed on both individual and group participation.

EDU 155/255 - Social Studies and the Arts: Elementary Curriculum (3)
This course introduces curriculum and instructional methods for teaching social studies and the arts in elementary school. Course content addresses the scope and sequence of the social science and arts curricula; thematic teaching and the integration of the social science and the arts disciplines in relation to California Content Standards and Frameworks; the use of technology resources; and support for English language learners. Candidates use backwards design to create an original curriculum unit.

EDU 156/256 - Language and Literacy: Elementary Curriculum (3)
This course encompasses language and literacy learning in the elementary grades and methods for teaching a balanced literacy program to multiethnic, multilingual student populations. Current theoretical and practical aspects of language arts curriculum will be learned. These include explicit instruction and strategies for developing a balanced literacy program for native English speakers and English language learners; observational skills necessary for helping individual students; and exploring appropriate materials. Methods and principles for developing proficient readers and writers and for analyzing students’ strengths and areas of needed growth will be studied and practiced, including use of technological tools and resources.

EDU 166/266 - Principles of Secondary Education & content Area Modules (4)
Principles of Secondary Education is the initial professional preparation course module in the Secondary Teacher Preparation Program. This course provides opportunities to assess development and to design and deliver instruction informed by contemporary learning theory, practical experience, and inquiry. The role of the teacher is examined as one who assists student performance, with special attention to the needs of adolescents, English learners, and urban populations and settings. Content Area Modules for each of the content areas are integrated into this course. These modules address content-specific instructional and curricular strategies. Each candidate is enrolled in his/her specific content area module and works with a Content Area Coach, a current expert teacher in that discipline.

EDU 167/267 - Principles of Secondary Curriculum & Content Area Modules (4)
This course is a continuation of EDU 166/266 and focuses on the teacher as curricular decision-maker and instructional designer. Students deepen their knowledge of issues addressed in earlier courses such as assessment; development, design and delivery of instruction; and educational equity. They use backwards design to create units of instruction and develop performance assessments anchored in the California content standards for their discipline. Content Area Modules for each of the content areas are integrated into this course These modules address content-specific instructional and curricular strategies. Each candidate is enrolled in his/her specific content area module and works with a Content Area Coach, a current expert teacher in that discipline.

EDU 168/268 - Content-Based Reading Instruction & Content Area Modules (4)
Content-based Reading Instruction encompasses language and literacy development in secondary curricula, and methods for enhancing that development with multiethnic, multilingual student populations. The interwoven nature of speaking, reading, writing, and listening in content area instruction will be explored with emphasis on the importance of content-based discourse in the development of disciplinary understanding and critical thinking. Course content includes instructional and assessment strategies for Special Needs students as well as English Learners. Content Area Modules for each of the content areas are integrated into this course. These modules address content-specific instructional and curricular strategies. Each candidate is enrolled in his/her specific content area module and works with a Content Area Coach, a current expert teacher in that discipline.

EDU 170A/270A - Introduction to the Education of Exceptional Learners (1)
This course is designed to introduce teacher preparation candidates to the general educators’ role and responsibilities in the education of special populations in the general education classroom. Characteristics of students with disabilities and gifted and talented students are explored as students visit programs for special populations. Candidates develop basic skills in the assessment of the learning and language abilities of special populations and apply their knowledge of the state and federal laws pertaining to the education of exceptional students during a class simulation of an Individualized Education Plan (IEP) meeting. Fulfills the California Special Education Level I requirement for the Professional Clear Credential.

EDU 270B - Special Populations: Supporting Educational Equity and Access (3)
This course reviews the historical and philosophical significance of special education and the education of gifted and talented students and effective practices for meeting these students needs in a general education environment. The legal and administrative framework for the education of exceptional learners in California is addressed with an emphasis on the policies and procedures in the candidate’s school district for identifying and providing services for these students. Coursework will emphasize the development of positive, inclusive classrooms with differentiated instruction designed to enable all students to achieve at high performance levels. All course requirements will be applied in the teacher’s current teaching assignment. Prerequisite: Preliminary teaching credential. Approved by the California Commission on Teacher Credentialing for the Level II special populations requirement for the Fifth Year Professional Clear Credential, meets requirements for Induction Standard 20.

EDU 271 - Educational Asessment of Students with Disabilities (3)
This course examines the educational assessment of students with disabilities including statistical concepts in measuring abilities, principles of assessment, methods of administration and interpretation, and the relationship of assessment results to the determination of eligibility for special education services and the development of an Individualized Educational Plan. Standardized educational assessment instruments and informal curriculum based measurements are examined. Particular emphasis is placed on the appropriateness of standardized and informal assessment instruments and procedures for culturally diverse students.

EDU 272 - Classroom Management for Students with Learning and Behavior Problems (3)
This course provides an overview of behavioral disturbances in the classroom. Medical, behavioral and socio-cultural interventions will be explored with an emphasis on creating positive classroom environments that enable students with learning and behavior problems to participate productively in the classroom learning community. The historical, theoretical and legal bases for identification and treatment of students with behavior disorders and serious emotional disturbances will be addressed.

EDU 275 Literacy Instruction for Struggling Readers and Writers (3)
This course is designed to prepare special and general education teachers to meet the literacy needs of struggling readers and writers including students with learning disabilities. Assessment and instructional strategies drawn from diverse perspectives (e.g., behavioral, cognitive, social-interaction) are presented and examined relative to their effectiveness. Emphasis is on application of literacy assessment and instructional strategies in actual teaching settings across the K-12 curriculum.

EDU 276 - Content Area Instruction for Students with Special Needs (3)
In this course the candidate draws upon the knowledge and skills requisite for effective content area instruction in the general education classroom with necessary adaptations to make the curriculum accessible to students with special needs. Emphasis is placed on the creation of curriculum units that incorporate learning strategies approaches to the instruction of students with mild/moderate disabilities and instructional modifications for students with limited English proficiency (Specially Designed Academic Instruction in English). Content area instruction in math, science and social studies for students with mild to moderate disabilities in grades kindergarten through twelve is addressed.

EDU 281 - Advanced Issues in Assessment & Instruction of Students with Special Needs (3)
In this advanced course, candidates will acquire the knowledge and skills to appropriately assess and instruct students with mild/moderate disabilities. Course content includes selecting and administering a variety of formal and informal assessment procedures, which will lead to the teaching, adapting and integrating of curriculum appropriate to the educational needs of students.

EDU 282 - Consultation and Collaboration for Students with Special Needs (3)
This course will provide opporftunities for candidates to develop skills in communication, collaboration and consultation with teachers and other school personnel, community professionals and parents.  A specific area of emphasis will be on the communication of relevant social, academic, and behavioral information in the areas of assessment, curriculum, behavior management, social adjustment and legal requirements.  At the completion of the course, cnadidates will be prepared to coordinate the special education placement process.

EDU 283 - Supportive Environments for Students with Behavioral and Emotional Needs (3)
In this advanced course, candidates develop systems for academic and social skills instruction for students with complex behavioral and emotional needs including attention disorders, conduct disorders, depression and suicidal behavior, psychotic behavior, anxiety and related disorders, and delinquency and substance abuse. Course content includes advanced study of behavioral supports, social skills instruction, crisis management, and positive learning environments. Collaborative work with other professionals and community agencies is emphasized in the development of comprehensive support programs for these students.

EDU 289 - English Learners: Supporting Educational Equity and Access (3)
This advanced course for teachers reviews the historical and philosophical issues related to the education of linguistically diverse students. This course focuses on the delivery of specialized instruction for English learners that will support equity in access to the core curriculum. Teachers will become knowledgeable about the demographics related to English language learners, instructional programs, school organizational structures, and resources designed to meet the needs of English learners, particularly those in their own district. They will develop skills in designing, implementing and evaluating instructional programs to support English language development and access to the core academic curriculum for English learners. Teachers will learn strategies useful for English Language Development and Specially Designed Academic Instruction in English. Teachers will learn to use assessments of English learners, including the California English Language Development Test, to diagnose students’ language abilities relative to the core academic curriculum and plan appropriate instruction. Course assignments require application of principles in the teacher’s current teaching context. Teachers will also develop practices that foster an inclusive environment for English learners. Prerequisite: Preliminary teaching credential. Approved by the California Commission on Teacher Credentialing for Level II English language learner requirement for the Fifth Year California Professional Clear Credential, meets requirements for Induction Standard 19.

EDU 296A - Masters Project Proposal Seminar (1)
Students work with their project advisor in this course to design a proposal for an action research project to be completed in their classroom. The masters project provides an opportunity for the candidate to develop competency in researching an issue relevant to their teaching practice, designing and implementing a project focused on this issue that will improve their practice, and preparing and presenting a report of the research findings.

EDU 296B - Masters Project Seminar (2)
Students work with their project advisor to implement their masters project proposal and write a final project report.

EDU 299 Special Studies in Education (3)
Topics of special interest to educators will be addressed in this seminar class. The topics will vary according to current issues in education, visiting faculty research, and candidates’ areas of interest.

EDU 116/164/316/364 - Supervised Teaching Fieldwork (6-12)
Supervised teaching is designed as the culminating experience in the teacher preparation program and provides opportunities for the candidate to integrate and refine the many competencies acquired throughout the program.  The goal of supervised teaching is to ensure that the candidate is prepared to assume the full-time responsibilities of a classroom.  There are two assignments, each spanning one-half of the semester in two schools, and at two grade levels.  The candidate gradually assumes the responsibilities of the classroom teacher and is under the direct supervision of an experienced and effective teacher and a college supervisor.  Candidates who teach in their own classrooms complete the supervised teaching expereince in their own classroom over one or two semesters and are supervised by an on-site supervisor and a college supervisor.  Full-time teaching is required along with participation in the bi-weekly seminar (EDU 123/323).  Candidates who have two or more years of teaching expereince may petition to waive 6 units of supervised teaching.

EDU 320 - Supervised Teaching Culminating Seminar: Special Education (1)
This course is the final seminar in the Eudcation Specialist Teacher Preparation Program.  Taken concurrently with supervised teaching fieldwork, it provides a culminating forum for discussion, reflection, and goal-setting toward developing professionalism as a teacher.  Program competencies are revisited, with a focus on instructional planning, classroom environment, and diversity and equity issues. Candidates provide evidence of their own professional skills and attributes by constructing a Cumulative Performance Portfolio.

EDU 321 - Professional Induction Planning Seminar (.5)
Candidates for the Professional Level II Education Specialist credential are required to take this course at the beginning of their Level II program. During this individualized seminar, the candidate develops a Professional Induction Plan with an assigned district support provider and a college advisor.

EDU 322 - Professional Educator Evaluation Seminar (.5)
This seminar is the culminating experience for the Professional Education Specialist credential program. Students reevaluate their professional competency to assess and teach culturally diverse students with learning and behavior problems. They compile a Professional Educator Portfolio, which includes artifacts documenting their professional competence and a plan for their continuing professional growth. The district support provider and the college advisor continue to support the student in this process.

EDU 123/323 - Supervised Teaching Seminar
This bs-weekly seminar in the course in the Teacher Preparation Program. Taken concurrently with the supervised teaching fieldwork, it provides candidates with a culminating forum for discussion, reflection, and goal-setting toward their developing professionalism as an elementary school teacher. Course activities will extend candidates’ understanding of key concepts and principles in the California Standards for the Teaching Profession (CSTP) and allow candidates to demonstrate competence on the Teaching Performance Assessment.

EDU 378 - Supervised Teaching: Mild/Moderate Disabilities (6-12)
This course provides experiences in the major aspects of teaching students with mild/moderate disabilities: assessment, programming, instruction, management, record maintenance, evaluation of progress, collaboration with general educators, and contacts with families and community resources. These aspects of teaching are explored over the course of a semester in two supervised field placements in a classrooms for culturally diverse students with mild/moderate disabilities. The candidate gradually assumes the responsibilities of the classroom teacher and is under the direct supervision of an experienced and effective teacher and a college supervisor. Candidates who are currently teaching complete the supervised teaching expereince in their own classroom over one or two semesters and are supervised by an on-site supervisor and a college supervisor. Full-time teaching is required along with participation in the bi-weekly seminar (EDU 320). Candidates who have Multiple or Single Subject Teaching Credential may petition to waive 6 units of supervised teaching.