This course considers the implication of historical and contemporary American social issues on child and adolescent learning. The course will emphasize K-12 education in diverse contexts, with a focus on poverty, stereotype threat, and immigration. Education policy will be critically evaluated in terms of student retention and success. The course will require candidates to integrate content into a personal philosophy of education and teaching.
This course provides teacher candidates with the opportunity to synthesize the theoretical and practical learning in the Teacher Preparation Program and work toward mastery of the Teacher Performance Expectations as they design curriculum, utilize instructional strategies, improve classroom management techniques, and examine various types of assessments used in a K-12 educational setting. This course is taken concurrently with Clinical Practice 3.
Clinical Practice 1 is a developmental sequential set of activities that afford the candidate the opportunity to integrate and apply theoretical and pedagogical coursework and reflect on the Teaching Performance Expectations (TPEs). The candidate is supervised by district employees and individuals in the teacher preparation program who provide formative and timely performance feedback. The clinical sites (schools), Cooperating Teachers (district-employed supervisors) and University Mentors (program supervisors) are chosen based on criteria outlined by the CTC. Students complete 200 hours of supervised classroom time during this course.
Clinical Practice 3, is the final set of activities where the candidate integrates and applies theoretical and pedagogical coursework and reflects on the Teaching Performance Expectations (TPEs) as the Solo or Co-Teacher. The candidate is supervised by district employees and individuals in the teacher preparation program who provide formative and timely performance feedback. The clinical sites (schools), Cooperating Teachers (district-employed supervisors) and University Mentors (program supervisors) are chosen based on criteria outlined by the CTC. This course is taken concurrently with EDUC X302. Candidates must have passed all required CSETs for the credential program in which they are currently enrolled, and the official scores must have been received by the Credential Analyst four weeks prior to the first day of instruction.
This course introduces candidates to the philosophy and history of educating diverse student populations, best practice, and differentiated instruction for diverse learners in the general education classroom. Candidates will learn how to take advantage of and build upon the variety of cultural knowledge and resources they and their students bring to school.
This course focused on project-based learning, provides an opportunity for students to engage with the CCSS to explore and create multi-disciplinary projects to engage students in learning that encourages critical thinking, communication, collaboration, and creativity. Teacher candidates will create unit plans that focus on instructional planning, how to facilitate project-based instruction, and how to differentiate instruction to ensure equity and inclusion of all learners in the general education classroom.
Technology Supported Project-Based Learning (PBL), provides an opportunity for candidates to engage with the Common Core State Standards (CCSS), digital literacy standards, and the International Society for Technology (ITSE) standards to explore and create multi-disciplinary lesson plans and projects. Teacher candidates will use the SAMR Model to evaluate technology and create transformative learning experiences that focus on how to facilitate technology supported project-based instruction to ensure equity in the general education and blended classroom.
This course provides candidates the opportunity to experience the reading process from a student point of view and combines that with targeted planning opportunities for real-world application. The course will focus on reading as a social, metacognitive process, one that students can take ownership of for themselves, and one that teachers should continue to model for them throughout the school year.
This course focuses on the examination of curriculum, pedagogy, and strategies that make English and language arts (ELA) learning available to all students, how students develop deep understanding in ELA and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.
This course focuses on the examination of curriculum, pedagogy, and strategies that make history and social science (HSS) learning available to all students, how students develop deep understanding in HSS and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.
This course focuses on the examination of curriculum, pedagogy, and strategies that make mathematics learning available to all students, how students develop a deep understanding of mathematics and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.
This course focuses on the examination of curriculum, pedagogy, and strategies that make science learning available to all students, how students develop deep understanding in science and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.
This course covers applied research methods relevant to TK-12 student educational success. The course will emphasize hands-on, project-based learning highlighting current software packages for basic quantitative surveys (i.e., Qualtrics), qualitative interview/focus group (i.e., Dedoose), and discourse analysis (i.e., coh-metrix). Candidates will learn about federal policies governing research with vulnerable human populations such as children and adolescents and how that research impacts instructional practice in the educational setting.
This course considers child and adolescent learning in cognitive, developmental, linguistic, and socio-cultural relief. Readings, simulations, and activities explore the instructional utility of course content through developmental neuroscience, social neuroscience, and classic learning theories. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.
This course provides an integrated approach to Physical Sciences, Mathematics and Scientific Literacy inclusive of effective pedagogy. The focus is to examine and understand the curriculum and strategies that make science and mathematics learning available to all children, how children develop science and mathematics understanding and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.
This course provides an integrated approach to Earth and Space Sciences, Mathematics and Digital Literacy inclusive of effective pedagogy. The focus is to examine and understand the curriculum and strategies that make science and mathematics learning available to all children, how children develop science and mathematics understanding and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.
This course provides an integrated approach to Earth and Space Sciences, Mathematics and Digital Literacy inclusive of effective pedagogy. The focus is to examine and understand the curriculum and strategies that make science and mathematics learning available to all children, how children develop science and mathematics understanding and how assessments help guide meaningful instructional practices. Learning is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.
This course provides an integrated approach to the Humanities and Visual Literacy. The course will explore the meaning of literacy beyond written text to include the interpretation, negotiation, and meaning formation of images. Visual literacy will also include the ability to learn and express oneself through visual representation. The visual and performing arts will be explored as a means for students to express themselves through dance, music, theater, and visual arts. The course will provide an opportunity for educators to develop new teaching strategies and curriculum focused on the incorporation of visual literacy in a variety of content areas and the integration of the California Common Core State Standards (CCSS).
This course provides an integrated approach to the Humanities and Cultural Literacy. The course will explore the meaning of literacy beyond written text to include cultural literacy, which is the knowledge and understanding of history, contributions, and perspectives of different cultural groups. The purpose of this course is to engage in a dialogue about the common cultural vocabulary needed by literate citizens in our diverse society and the role that schools should play in teaching this to our students. The course will provide an opportunity for educators to develop new teaching strategies and curriculum focused on the incorporation of cultural literacy in a variety of content areas and the integration of the California Common Core State Standards (CCSS).
This course provides an integrated approach to exploring literacy and social studies standards in a self-contained K-8 classroom. This course will emphasize reading, writing, speaking, and listening standards, English Language Development or ELD standards, and adaptations and modifications when working with special populations. This course will place emphasis on working with students in the middle school grades 6-8.
University of California programs for professions that require licensure or certification are intended to prepare the student for California licensure and certification requirements. Admission into programs for professions that require licensure and certification does not guarantee that students will obtain a license or certificate. Licensure and certification requirements are set by agencies that are not controlled by or affiliated with the University of California and licensure and certification requirements can change at any time.
The University of California has not determined whether its programs meet other states’ educational or professional requirements for licensure and certification. Students planning to pursue licensure or certification in other states are responsible for determining whether, if they complete a University of California program, they will meet their state’s requirements for licensure or certification. This disclosure is made pursuant to 34 CFR §668.43(a)(5)(v)(C).
Additional information is available by visiting the University of California | Office of the President and the California Department of Education.
The Teacher Preparation Program is approved by the California Commission on Teacher Credentialing (CTC).
On August 6, 2021, The Commission on Teacher Credentialing granted full institutional approval to the University of California, Merced.
