EDSS Courses

EDSS 300 (A-S) | EDSS 450 (A-S) | EDSS 472

EDSS 300 (A-S):  INTRODUCTION TO TEACHING

Catalogue Description | Course Objectives | Enrollment

EDSS 300 (A-S) is the preliminary course for the Single Subject Credential Program.  The purpose of the course is to provide students with a broad overview of teaching and learning in contemporary classrooms serving diverse student populations, primarily at the secondary level (but in some cases at the elementary level) within the context of the subject area.  Students should exit the course with a new or renewed commitment to developing their skills as a teacher, or with a well informed decision to pursue a career in another direction.  Students apply to the program during the semester of enrollment in the course; thus, the course serves to give program faculty an initial close experience to factor into evaluation of the candidate's application.

Topics covered include:  overview of credentialing in California, the Single Subject Credential Program at CSULB; structure and organization of schools; current trends and issues in education; general history and development of the subject area; working with students from diverse ethnic and linguistic heritages, socio-economic backgrounds, and handicapping conditions; becoming a reflective practitioner; instructional uses of technology; data gathering techniques for student assessment.  Students are introduced to curriculum design, instructional strategies, assessment practices, and classroom management, all of which are covered in greater depth in subsequent courses.  The 45 hour field work component is designed to give students directed, extensive, first-hand experience in area schools.

As the first course in the Single Subject Credential Program, EDSS 300 (A-S) covers a number of Commission on Teacher Credentialing Program Standards in an introductory fashion.  Topics and content are revisited and emphasized in subsequent courses.  In particular, the course addresses:  Standard 1 (Program Design, Rationale, and Coordination), Standard 2, ( Development of Professional Perspectives), Standard 5 (Preparation for Multicultural Education), Standard 6 (Preparation for Student Teaching Responsibilities), Standard 7 (Field Experience Prior to Student Teaching), Standard 11 (Student Rapport and Classroom Environment), Standard 12 (Curricular and Instructional Planning Skills), Standard 13 (Diverse and Appropriate Teaching), and Standard 14 (Student Motivation, Involvement  and Conduct).

CATALOG DESCRIPTION

Prerequisite:  Advanced sophomore or junior standing.  This course introduces students to the profession of teaching in the state of California, with an emphasis on the specific subject area.  It covers in an introductory fashion:  the structure, organization, and culture of schools; curriculum, instruction, assessment, and classroom management primarily in secondary school settings (but in some cases, elementary settings); the history and current status of the subject area; becoming a reflective practitioner. Topics are contextualized in the cultural, linguistic, ethnic, and ability diversities represented in California classrooms.  Prepares students for more in-depth study in subsequent courses.  Submission of application to the Single Subject Credential Program is made during the course.  Directed field work in a middle or high school (or in some cases, elementary school) required. Required first course in the professional education sequence of the Single Subject Credential Program.  Recommended to be taken as early as the junior year.  Three hours lecture.  Forty-five (45) hour field work requirement.  Credit/No Credit grading only, with "A" or "B" quality work required for credit.

COURSE OBJECTIVES

Cluster I outcomes provide the student with an overview of the teaching profession and the credentialing process in California as well as with the requirements of the Single Subject Credential Program at CSULB.  Cluster I also covers the directed field work requirement.  Upon completion of the course, students will:

1. be knowledgeable of teacher credentialing in California, including governance of credentialing, types of credentials and their requirements, and credential services offered through the Single Subject Credential Program;
2. be knowledgeable of the responsibilities and obligations of the teacher as described in the California Standards for the Teaching Profession and be aware of the role of the standards in preservice, induction, and inservice teacher professional development;
3. be knowledgeable of the structure, course sequence, field experience requirements, and features of student teaching of the Single Subject CredentialProgram;
4. complete a Directed Field Experience of a minimum of 30 hours in an appropriate secondary (or in some cases elementary) public school setting;
5. be able to identify a variety of data gathering techniques in classroom settings for student assessment, instructional purposes, and research;
6. prepare and submit an application to the Single Subject Credential Program.

Cluster II outcomes anticipate themes and topics that are treated in greater depth and detail in subsequent EDSE and EDSS courses.  The purpose of Cluster II outcomes is to acquaint students with the key ideas and trends in education and with the responsibilities and expectations of teachers so that they begin to develop an informed framework and professional vocabulary as a foundation for their preservice preparation.  In EDSS 300, students begin to develop an introductory knowledge of:

7. the general history and development of the subject area;
8. the sources of curriculum, particularly the influence of current California State Department of Education policies, state Curriculum Standards  and Framework guidelines established by national professional organizations, and the influence of textbooks;
9. multiple and appropriate instructional strategies and methods;
10. the purposes for and multiple ways of assessing student performance;
11. basic principles and practices of classroom management;
12. the structure and organization of schools, including an appreciation of current education issues, trends, and reform efforts;
13. the demographic profile of California schools, including being able to identify equal learning opportunities in the subject matter classroom for  students of diverse background, including socio-economic, cultural and linguistic heritages, gender, ethnicities, and handicapping conditions;
14. Cross Cultural Language and Academic Development (CLAD) principles;
15. Specially Designed Academic Instruction in English (SDAIE) strategies and their importance in ensuring access to learning for students from all linguistic backgrounds and levels of;
16. an ability to reflect analytically and systematically as a professional educator;
17. the various types of technology used to support instruction and learning in 21st century classrooms, including the potential of computer technology for teaching and administrative purposes.

Cluster III outcomes are developed by each of the ten subject matter programs for their unique sections of EDSS 300.  These outcomes are subject specific and are integrated throughout the course.

ENROLLMENT

Enrollment is open to all prospective Single Subject Program candidates.  Candidates who are not yet matriculated in the University may enroll through Open University.  Health Science 411B, Professional Clear Credential courses, and CLAD Emphasis Credential courses may be taken concurrent with EDSS 300 (A-S).  Other program courses may be taken concurrent with EDSS 300 (A-S) only with special permission of the University Coordinator.

Candidates should be sure to enroll in the appropriate section for their subject area.  Note that EDSS 300 (A-S) is not offered every semester by all subject matter programs.

• ART -- EDSS 300A
• SCIENCE -- EDSS 300C
• HEALTH SCIENCE -- EDSS 300D
• LANGUAGES OTHER THAN ENGLISH -- EDSS 300F
• ENGLISH -- EDSS 300G
• FAMILY & CONSUMER SCIENCE -- EDSS 300H
• MATHEMATICS -- EDSS 300M
• MUSIC -- EDSS 300N
• PHYSICAL EDUCATION -- EDSS 300P
• SOCIAL SCIENCE -- EDSS 300S

EDSS 450 (A-S):  CURRICULUM AND METHODS IN TEACHING (Subject)

Overview | Catalogue Description | Course Objectives | Enrollment

OVERVIEW

EDSS 450 is the subject-specific teaching methods course for the Single Subject Credential Program.  Each of the ten subject programs develops a course from this generic course outline to meet the needs of its students.  The broad purpose of the course is to provide students with a knowledge of curriculum resources and teaching strategies specific to their subject and to link the California Standards for the Teaching Profession to their preservice preparation.  Topics covered include:  state curriculum standards and frameworks, multiple instructional strategies, multiple assessment measures, linking curriculum, instruction and assessment, developing an instructional program that meets the needs of all students and communicating the program to students and families, motivating all students to learn, modifying curriculum for special needs students.

As the subject-specific methods course in the Single Subject Credential Program, EDSS 450 covers a number of Commission on Teacher Credentialing Program Standards  in depth.  In particular, the course addresses:  Standard 6 (Preparation for Student Teaching Responsibilities), Standard 11 (Student Rapport and Classroom Environment), Standard 12 (Curricular and Instructional Planning Skills), Standard 13 (Diverse and Appropriate Teaching), Standard 14 (Student Motivation, Involvement  and Conduct), Standard 15 (Presentation Skills), Standard 16 (Student Diagnosis, Achievement, and Evaluation), Standard 17 (Cognitive Outcomes of Teaching), Standard 18 (Affective Outcomes of Teaching), Standard 19 (Capacity to Teach Diverse Students), and Standard 20.5 (Technology).

CATALOG DESCRIPTION

Prerequisite:  Admission to the Single Subject Credential Program; individual programs may have additional prerequisites (students should check with their Credential Advisor).  Objectives, curriculum, materials, and instructional methods and strategies specific to teaching in the content areas to diverse student populations.  Builds on prior Single Subject Credential Program courses.  Situates content area instruction within the context of the total school program.  Emphasizes reflective practice based on the California Standards for the Teaching Profession.  Must be taken prior to student teaching; should be taken the semester immediately prior to student teaching.  "B" grade or better required to advance to student teaching.  Field work requirement.  Traditional grading only.

COURSE OBJECTIVES

Upon completion of EDSE 450 students will be able to:

1.  determine which among a variety of teaching methods and strategies to use in various teaching contexts;
2. demonstrate a knowledge of how state and district curriculum standards and frameworks, adopted textbooks, student interest, and teacher expertise are used to develop a curriculum;
3. establish and communicate appropriate learning goals and performance standards for all students that emphasize critical thinking skills and problem solving strategies; articulate are search-based rationale for student learning goals;
4. conceptualize and develop a teaching unit that includes teaching and learning objectives, materials, instructional strategies, performance standards and assessment measures, and daily lesson plans;
5. differentiate instruction to meet the learning needs of students from diverse heritage, ethnic, linguistic, socio-economic, and ability backgrounds;
6. develop an instructional environment that engages and motivates all students in learning in whole class and group contexts as well as independently;
7. promote student rapport, sustain equity and foster the development in students of respect for themselves, their peers, and humankind in general, including respect for different gender, race, ethnicity, and handicapping conditions;
8. diagnose the need for and apply appropriate Specially Designed Academic Instruction in English (SDAIE);
9. integrate classroom management strategies into the overall instructional program;
10. provide for the learning of special needs students;
11. communicate the general instructional program and individual programs to parents;
12. describe how a teacher's instructional program is situated within the total school program;
13. relate the California Standards for the Teaching Profession to instruction in the content area, as an evaluation standard for student teaching, and to continued professional development;
14. incorporate appropriate computer-assisted instruction in unit and lesson plans; use technology to find professional literature and curriculum materials;
15. assess their strengths and weaknesses as preservice teachers preparing to enter student teaching and continue to develop habits of the reflective practitioner;
16. identify ways of working collegially with other teachers in their subject and with teachers throughout the school.

ENROLLMENT

Enrollment is restricted to Single Subject Program students (or by special permission of the University Coordinator).  Students must show the instructor a Single Subject Credential Program Admit Card or a Special Admit Card signed by the University Coordinator of the program in order to stay in the class.

Candidates should be sure to enroll in the appropriate section for their subject area.  Note that EDSS 450 (A-S) is not offered every semester by all subject matter programs.

• ART -- EDSS 450A
• SCIENCE -- EDSS 450C
• HEALTH SCIENCE -- EDSS 450D
• LANGUAGES OTHER THAN ENGLISH -- EDSS 450F
• ENGLISH -- EDSS 450G
• FAMILY & CONSUMER SCIENCE -- EDSS 450H
• MATHEMATICS -- EDSS 450M
• MUSIC -- EDSS 450N
• PHYSICAL EDUCATION -- EDSS 450P
• SOCIAL SCIENCE -- EDSS 450S

EDSS 472:  STUDENT TEACHING

Overview | Catalogue Description | Course Objectives | Enrollment

OVERVIEW

EDSS 472 is the culminating field experience (student teaching) in the Single Subject Credential Program.  During student teaching theory, practice, content knowledge and professional preparation come together in a 20 week practicum.  At the conclusion of the semester the program makes a final evaluation of the candidate's readiness for recommendation for the Single Subject Teaching Credential.  Evaluation of each candidate is based on the California Standards for the Teaching Profession, which forms the basis for the performance categories and indicators in the program mid-term and final evaluation documents.

As the final course in the Single Subject Credential Program, EDSS 472 covers a number of Commission on Teacher Credentialing Program Standards in depth.  In particular, the course addresses:  Standard 10 (Readiness for Diverse Responsibilities), Standard 11 (Student Rapport and Classroom Environment), Standard 12 (Curricular and Instructional Planning Skills), Standard 13 (Diverse and Appropriate Teaching), and Standard 14 (Student Motivation, Involvement  and Conduct), Standard 15 (Presentation Skills), Standard 16 (Student Diagnosis, Achievement, and Evaluation), Standard 17 (Cognitive Outcomes of Teaching), Standard 18 (Affective Outcomes of Teaching), Standard 19 (Capacity to Teach Diverse Students), Standard 20 (Professional Obligations), Standard 20.5 (Technology), and Standard 21 (Determination of Candidate Competency).

Students must show the instructor a Single Subject Credential Program Admit Card or a Special Admit Card signed by the University Coordinator of the program in order to stay in the class.

CATALOG DESCRIPTION

Prerequisites:  Admission to the Single Subject Credential Program, or permission of the University Coordinator; submission of application to student teaching by the deadline (October 1 for Spring term; March 1 for Summer and Fall terms); passage of CBEST; character and identification clearance (fingerprint clearance); completion of all program course work; demonstration of subject matter competence; approval for advancement to student teaching by the Credential Advisor and University Coordinator of the Single Subject Credential Program.  Student teaching must be done in the student's subject major.  Student teachers are assigned a minimum of five periods daily for the length of the placement school's semester (approximately 20 weeks).  They teach three classes representing at least two different aspects or levels of the subject.  Two additional periods are for preparation, observation, and consultation with the cooperating teacher and university supervisor.  Seminar classes are held by each subject area during the semester.  Credit/No Credit grading only ("A" or "B" level work required for credit.)

COURSE OBJECTIVES

During the semester, the student teacher will:

1. actively seek the assistance of the cooperating teacher in becoming socialized to the school and classroom;
2. schedule observations by the university supervisor and arrange for follow-up conferences;
3. fulfill the typical responsibilities of teachers, such as preparing for class, meeting school deadlines, keeping accurate records of student work;
4. demonstrate high standards of professional conduct that are evidenced by active self-assessment, ability to accept constructive criticism, and collegial interactions with the cooperating teacher, the university supervisor, and other professionals;
5. assume complete teaching responsibilities, as ready, for three separate classes representing at least two different aspects or grade levels of thesubject;
6. establish and sustain a level of student rapport and a classroom environment that promotes learning and equity, and that fosters mutual respect among persons in the class;
7. under the guidance of the cooperating teacher, develop coherent, written curriculum units based on district guidelines and the cooperating teacher's curriculum that incorporate instructional strategies, activities, and materials that are appropriate for students with diverse needs, interests, and learning styles;
8. write complete lessons plans as required by the cooperating teacher and university supervisor;
9. establish a classroom management plan that motivates and sustains student interest, involvement, and appropriate conduct equitably;
10. deliver an effective instructional program by presenting lessons clearly, concisely, coherently, and meaningfully to students, including utilizing appropriate SDAIE teaching strategies as needed;
11. emphasize the development of student ability to evaluate information, think analytically, and reach sound conclusions;
12. foster positive student attitudes toward the subject, themselves, and their capacity to become independent learners;
13. utilize a variety of formal and informal assessment strategies and performance standards to determine student achievement;
14. demonstrate compatibility with and ability to teach students who are different from the student teacher; difference includes ethnic, heritage, gender, linguistic, and socio-economic differences;
15. demonstrate knowledge of uses of computer technology for instructional and administrative purposes;
16. participate actively in course seminars at CSULB.

ENROLLMENT

Enrollment in EDSS 472 is restricted to Single Subject Program students who are ready for student teaching (or by special permission of the University Coordinator).

Candidates for student teaching must attend a Student Teaching Application Meeting, during which they will receive the application and instructions.  Meeting dates, times, and locations are posted in the College of Education and on Credential Advisors'  bulletin boards.  They are announced in program courses.  Candidates are responsible for knowing the appropriate meeting to attend for the semester in which they wish to student teach.

Applications for student teaching for the Spring semester must be submitted by October 1st; applications for the Summer or Fall semester must be submitted by March 1st.  Deadlines are firm.

To be eligible for  EDSS 472,  candidates must meet all program requirements for advancement to student teaching.   Course codes for enrollment are distributed by the program office after final review of the candidate's readiness to advance to student teaching.  Typically, this is within the three weeks prior to the beginning of the semester.   Students should not register for EDSS 472 until they receive the appropriate registration codes.

Student teaching placements are made by the subject matter program.

Last update: 3/16/06