This course will effectively prepare candidates to successfully pass the Reading Instruction Competence Assessment (RICA) as required by the Commission on Teacher Credentialing (CTC) for applicable credentials. The exam preparation includes 6 live sessions with a focus on a Subtest for each session. The course will also include self-paced video support, links to resources, review of test structure, practice questions solved with video support, embeded RICA test prep videos and online resources connected, student feedback and reflection, and practice test online and self report scores. This course is open to any pre-service teacher candidate preparing for the RICA exam.
Seminar for Teacher Preparation Program (TPP) candidates who have completed their coursework and need to complete their CalTPA assessments. Provides candidates with mentorship as they organize their State-mandated assessments to complete the Teacher Preparation Program.
Seminar for Teacher Preparation Program (TPP) candidates who have completed their coursework and need to complete their CalTPA assessments. Provides candidates with mentorship as they organize their State-mandated assessments to complete the Teacher Preparation Program.
Considers the implications of historical and contemporary American social issues on child and adolescent learning. Emphasizes education (preschool through grade 12) in diverse contexts, with a focus on poverty, stereotype threat, and immigration. Critically evaluates education policy in terms of student retention and success. Requires candidates to integrate content into a personal philosophy of education and teaching.
Provides 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 (TPEs). Mastery is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communitiies.
Provides 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). Includes supervision (mentorship) by district employees and individuals in the teacher preparation program who provide formative and timely performance feedback.
Designed to support credential candidates in field experiences and/or clinical practice placements. Provides additional support to continue any outstanding observations and/or field experience hours required for the preliminary teaching credential.
Provides a final 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) as the Solo or Co-Teacher. Includes supervision (mentorship) by district employees and individuals in the teacher preparation program who provide formative and timely performance feedback.
Designed to support Intern credential candidates in field experiences and K-12 classroom assignments. Provides additional support to continue any outstanding observations and/or support hours required for the preliminary teaching credential. Finally, this course offers the support needed by candidates seeking a preliminary credential and seeking the guidance of TPP.
Provides candidates and credentialed teachers the opportunity to synthesize the theoretical and practical learning in the Bilingual Teacher Authorization Program and work toward mastery of the Teaching Performance Expectations (TPEs). Mastery is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.
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. Learn how to take advantage of and build upon the variety of cultural knowledge and resources they and their students bring to school.
Provides candidates the opportunity to synthesize the theoretical and practical learning in the Teacher Preparation Program and work toward mastery of the Teaching Performance Expectations (TPEs). Mastery is framed as goal-oriented expertise capable of empowering diverse students and K-12 classroom communities.
Integrates Project Based Learning (PBL) with technology standards from the International Society for Technology in Education (ITSE). Learn how to design and implement PBL lessons for TK-12 classrooms which align with ISTE standards.
Emphasizes hands-on, project-based learning using current educational technologies. Become technology facilitators, nurturing a classroom culture which emphasizes cross-cutting digital literacy.
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. Focuses 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.
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.
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.
Focuses on curriculum, pedagogy, and strategies that make math learning available to all students, how students develop deep understanding of math 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.
Focuses on 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.
Covers applied research methods relevant to TK-12 student educational success. Emphasizes hands-on, project-based learning using current software packages for basic quantitative surveys (i.e., Qualtrics), qualitative interview/focus group (i.e., Dedoose), and discourse analysis (i.e., coh-metrix). Includes Belmont Report, Common Rule, and federal policies governing research with vulnerable human populations such as children and adolescents.
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.
Provides an integrated approach to Physical Sciences, Mathematics and Scientific Literacy inclusive of effective pedagogy. Examines 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.
Provides an integrated approach to Earth and Space Sciences, Math, and Digital Literacy inclusive of effective pedagogy. Examines the curriculum and strategies that make science and mathematics learning available to all children, how children develop science and math understanding, and how assessments help guide meaningful instructional practices.
Provides an integrated approach to Life Sciences, Math, and Health Literacy inclusive of effective pedagogy. Examines the curriculum and strategies that make science and math learning available to all children, how children develop science and math understanding, and how assessments help guide meaningful instructional practices.
Provides an integrated approach to the Humanities and Visual Literacy. Explores the meaning of literacy beyond written text to include the interpretation, negotiation, and meaning formation of images. Includes the ability to learn and express oneself through visual representation and explores how to faciliate students' self-expression through dance, theater, and visual arts. Provides an opportunity for educators to develop new teaching strategies that integrate content standards and the arts.
Provides an integrated approach to the Humanities and Cultural Literacy. Explores the meaning of literacy beyond written text to include cultural literacy (the knowledge and understanding of history, contributions, and perspectives of different cultural groups). Addresses common cultural vocabulary needed by literate citizens in our diverse society and how educators can develp curriculum and new teaching strategies that integrate content standards and cultural literacy.
Provides an integrated approach to the Humanities and Global Literacy. Explores the meaning of literacy beyond written text to include the knowledge and understanding of how the world is organized and interconnected. Includes strategies to integrate across the humanities to foster opportunities for students to understand the connection between their lives and global issues and their sense of responsibility and empowerment to effect positive change while working collaboratively with people of diverse cultures.
Considers the implications of historical and contemporary bicultural and bilingual issues in Spanish on child and adolescent learning. Emphasizes K-12 education in bicultural and bilingual contexts, with a focus on sociocultural contexts for bilingual education and bilingualism in Spanish.
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.
