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This course prepares future teachers to meet the California State requirements for the Multiple Subject Credential in math and science and to equip diverse students with knowledge and methodologies necessary for the successful integration and teaching of these subjects. This course consists of the study of current best practice techniques and curriculum development used in teaching mathematics and science in the public schools. Emphasis is placed on effective instructional methods and evaluation procedures. Hours of observation and participation in math and science classrooms is required with the purpose of providing students with opportunities to apply methods learned in this course to public school settings. (3 Units)

This course prepares future teachers to meet the California state requirements for certification in language arts and social studies and to equip students with knowledge and skills necessary for the successful teaching of these subjects. It is a study of the scope, the organization, and the instructional procedures used to teach social studies and language arts. Students learn how to design and develop interdisciplinary units of study, how to write and assess instructional objectives, and how to organize and integrate social studies and language arts instruction for diverse learners in the public classroom. Fieldwork is required. Students may only earn credit for EDUC5120 or 5120G. Prerequisite: EDUC5110 (3 Units)

This course will equip candidates with the theories and practices connected to supporting diverse student populations. Candidates will examine the way culturally responsive and sustaining pedagogies can be used to achieve equity. Emphasis will also be placed on designing and using assessments to determine student needs and design appropriate pedagogical strategies. Finally, this course will solidify the strengths-based adaptations approach required in the TPA process. Students may only earn credit for EDUC5130 or 5130G. (3 Units)

This course consists of the study of current best theories and practices in the teaching and assessment of listening, speaking, reading and writing skills in the classroom. Cultural and linguistic differences will be examined as they pertain to literacy instruction and communication. Fieldwork is required. Prerequisite: EDUC5110 (3 Units)

This course explores the context and best practices of teacher ethics and classroom management. The course equips students to navigate the implicit and explicit ethical dilemmas inherent in the routine decisions teachers make every school day in a manner consistent with the profession's code of ethics. The course also equips students with a variety of classroom management and ethics strategies and techniques to optimize the learning environment for all students. Fieldwork is required. (3 Units)

The nature, determinants, adjustments, and problems of persons who have cognitive gifts and talents, cognitive delays, physical disabilities, learning disabilities, and who have emotional or behavior disorders will be studied in conjunction with appropriate educational interventions in the mainstream classroom and other settings. The course will acquaint students with (a) characteristics and needs of children with disabilities that affect learning, (b) methods of assessing disabilities, (c) components of the Individual Education Program (IEP), (d) instructional strategies and materials including those appropriate for English language learners, (e) positive behavior support, (f) special needs of families of learners with disabilities, (g) agencies and professional supporting learners with disabilities, and (h) legislation, including Public Law 94-142, IDEA (Part B and Part H), the American Disabilities Act (ADA), and the Rehabilitation Act of 1973 ("Section 504"), as well as subsequent amendments relevant to special education. Ten hours of fieldwork is required. A certificate of clearance is required prior to engaging in fieldwork. Approved by the California Commission on Teacher Credentialing to meet requirements for the credential. (3 Units)

This course will focus on the basic aspects of effective communication between special education professionals and others involved in the education and care of individuals with disabilities, including parents and family members. Special education teachers will acquire methods for effective team-building, knowledge of community resources, and advocacy. Candidates will address content related to case management and self-advocacy for persons in special education. Fieldwork is required. Students may only earn credit for SPED5330 or 5330G. Prerequisite: EDUC5110 (3 Units)

This course provides a 50-hour site-based fieldwork experience that orients candidates to the demands of being a classroom teacher. Through work as an aide in a partner teacher's classroom, candidates will be guided to understand and apply the principles of observational and informal assessment. Information gathered during this fieldwork experience may be integrated into pedagogy planning assignments throughout the IMPACT credential pathway program. Students may only earn credit for EDUC5740 or 5740G. (1 Units)

This course provides a 50-hour site-based fieldwork experience that orients candidates to the demands of being a classroom teacher. Through work as an aide in a partner teacher's classroom, candidates will be guided to understand and apply the principles of observational and informal assessment. Information gathered during this fieldwork experience may be integrated into pedagogy planning assignments throughout the IMPACT credential pathway program. Global Fieldwork Experience: This course allows students to observe and experience diverse cultures, including educational systems, religious traditions, food, and people. Activities, discussions, and assignments have been designed from a Biblical worldview. Reflective practices will allow students to assess discipline-specific areas and increase cultural competency to inform their future careers in education. G-Section Training: Students registered for the G section must attend all team trainings. These will include cross-cultural training appropriate to the country and activities of the specific location. Students are responsible for completing all requirements outlined by the team leaders. Students may only earn credit for EDUC5740 or 5740G. (1 Units)

Teacher Candidates will complete an initial clinical experience in a school classroom under the direction of a qualified Mentor Teacher and University Supervisor. This clinical experience requires the teacher candidate to adhere to the hour expectations articulated within the site's teacher contract for the entire placement. The evaluation will be based on California's Teaching Performance Expectations. (7 Units)

Teacher Candidates will complete final clinical experience in a school classroom under the direction of a qualified Mentor Teacher and University Supervisor. This clinical experience requires the teacher candidate to adhere to the hour expectations articulated within the site's teacher contract for the entire placement. The evaluation will be based on California's Teaching Performance Expectations. (7 Units)

Teaching candidates complete the TPA portfolio as a comprehensive assessment of the Teacher Performance Expectations. Prerequisite: EDUC5800 (1 Units)