Jan 28, 2022  
2021-2022 College Catalog 
    
2021-2022 College Catalog

Course Descriptions


Legend for Courses

HC/HN: Honors Course  IN/IH: Integrated lecture/lab  LB: Lab  LC: Clinical Lab  LS: Skills Lab  WK: Co-op Work
SUN#: is a prefix and number assigned to certain courses that represent course equivalency at all Arizona community colleges and the three public universities. Learn more at www.aztransfer.com/sun.

 

Education – General/Post Degree

  
  •  

    EDC 250 - Introduction to Teaching

    3 Credits, 3 Contact Hours
    3 lecture periods 0 lab periods

    Introduction to teaching as a profession in the United States educational system. Includes professional teaching standards, school governance, and various perspectives on education (including historical, philosophical, social, legal, and ethical issues). Also includes an introduction to lesson planning, data literacy, and school culture and climate.

    Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course. 


    Course Learning Outcomes
    1. Discuss the history of education in the United States. (Interstate Teacher Assessment and Support Consortium (InTASC) 10; Council for Exceptional Children (CEC) 6)
    2. Identify ethical and legal issues in education. (InTASC 9; CEC 6)
    3. Describe strategies to promote a positive school culture & climate. (InTASC 3; CEC 2)
    4. Explain data literacy and assessment literacy. (InTASC 6; CEC 4)
    5. Identify components of Essential Elements of Instruction. (InTASC 7; CEC 6)
    6. Develop a professional learning plan. (InTASC 9; CEC 6)

    Outline:
    1. Teaching as a Profession
      1. Standards Continuum Guide for Reflective Teaching Practice
      2. Rewards and challenges of teaching
      3. Teachers as lifelong learners
    2. Student Diversity
      1. Understanding student differences
      2. Culturally responsive pedagogy
      3. Impact of diversity on instructional decision making
      4. Strategies for accessing learners’ prior knowledge and interests
      5. Encouraging learners to respect and value each other
    3. History of Education
      1. History of education in the U.S.
      2. Educational reforms in the U.S.
      3. Standards and accountability
        1. No Child Left Behind (NCLB)
        2. Every Student Succeeds Act (ESSA)
        3. Common Core State Standards (CCSS)
        4. Arizona’s College and Career Ready Standards (AZCCRS)
      4. Alternative school settings
    4. School Governance and Ethics
      1. Governing entities in the U.S. school system
      2. Educational funding
      3. Ethical and legal issues in education
        1. Code of ethics
        2. FERPA
        3. Mandatory reporting
    5. School Culture and Climate
      1. Culture vs. climate
      2. Characteristics of effective teachers
      3. Strategies for creating positive learning environments
      4. Creating a communal atmosphere
      5. Classroom management
    6. Data Literacy
      1. Data literacy vs. assessment literacy
      2. Formative vs. summative assessment
      3. Portfolios, rubrics, & performance assessments
      4. Teacher feedback
      5. Students’ role in data-driven instruction
        1. Students analyzing their own data
        2. Students setting learning goals
    7. Lesson Planning
      1. Essential Elements of Instruction (EEI)
      2. Student engagement
      3. Technology integration
    8. Professional Learning
      1. Reasons for entering the teaching profession
      2. Strategies for remaining in the profession
      3. Using student/parent feedback to improve practice
      4. Setting professional goals


    Effective Term:
    Spring 2021
  
  •  

    EDC 254 - Classroom Management: Elementary

    3 Credits, 3 Contact Hours
    3 lecture periods 0 lab periods

    Overview of classroom management styles and strategies that support student engagement and achievement in the elementary grades. Includes learner differences, motivation, interpersonal relationships, teacher expectations, communication, and collaboration. Also includes organizational strategies, procedures, current trends and restorative practices.

    Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course.


    Course Learning Outcomes
    1. Explain strategies for building positive relationships. (Interstate Teacher Assessment and Support Consortium (InTASC) 3)
    2. Describe effective classroom rules and procedures. (InTASC 3)
    3. Explain the continuum of restorative practices. (InTASC 3)
    4. Identify appropriate responses to behavior issues. (InTASC 3)
    5. Describe strategies to support learners with special needs. (InTASC 2, 7)
    6. Synthesize key concepts in classroom management. (InTASC 2, 3, 7)

    Outline:
    1. Organizing the Physical Space
      1. Arranging the room
      2. Storing and accessing materials
    2. Establishing Classroom Rules and Procedures
      1. Encouraging student participation in rule development
      2. Establishing, practicing and reinforcing procedures
    3. Procedures for Managing Student Work
      1. Communicating high expectations
      2. Providing effective feedback to students
    4. Planning Instruction
      1. Differentiating instructional activities
      2. Making learning engaging and meaningful
    5. Conducting Instruction
      1. Utilizing group attention signals
      2. Implementing smooth transitions
      3. Maintaining momentum
      4. Managing whole group instruction
      5. Managing cooperative learning groups
      6. Managing individual and small group instruction
    6. Building Relationships
      1. Establishing a positive climate
      2. Using praise, incentives and rewards
      3. Implementing Positive Behavioral Interventions and Supports (PBIS)
      4. Implementing restorative practices
    7. Working with Diverse Learners
      1. English language learners
      2. Socioeconomic status (SES)
      3. Students with Individual Education Plans (IEPs)
    8. Responding to Student Behavior
      1. Differentiating between minor problems, and major problems
      2. Avoiding power struggles
      3. Solving problems privately
      4. Implementing consequences
      5. Discussing concerns with caregivers


    Effective Term:
    Full academic Year 2020/21
  
  •  

    EDC 256 - Classroom Management: Secondary

    3 Credits, 3 Contact Hours
    3 lecture periods 0 lab periods

    Overview of classroom management styles and strategies that support student engagement and achievement in grades 7-12. Includes learner differences, motivation, interpersonal relationships, teacher expectations, communication, and collaboration. Also includes organizational strategies, procedures, routines, current trends and restorative practices.

    Information: Post Degree Teacher Certification Program approval is required before enrolling in this course.


    Course Learning Outcomes
    1. Explain strategies for building positive relationships. (Interstate Teacher Assessment and Support Consortium (InTASC) 3)
    2. Describe effective classroom rules and procedures. (InTASC 3)
    3. Explain the continuum of restorative practices. (InTASC 3)
    4. Identify appropriate responses to behavior issues. (InTASC 3)
    5. Describe strategies to support learners with special needs. (InTASC 2, 7)
    6. Synthesize key concepts in classroom management. (InTASC 2, 3, 7)

    Outline:
    1. Working with Diverse Learners
      1. English language learners
      2. Diverse cultures
      3. Socioeconomic Status (SES) 
      4. Students with Individualized Education Programs (IEPs)
      5. Low achievers, underachievers, and high achievers
    2. Establishing the Learning Environment
      1. Planning for the first days of school
      2. Communicating effectively with parents/guardians
      3. Teaching students to take responsibility
    3. Establishing Classroom Rules and Procedures
      1. Encouraging student participation in rule development
      2. Rules, procedures, and routines
    4. Organizing the Physical Space
      1. Arranging the room
      2. Storing and accessing materials
    5. Classroom and Behavior Management Strategies
      1. Managing student work
      2. Managing cooperative learning groups
      3. Maintaining appropriate student behavior
      4. Managing problem behaviors
      5. Managing special groups
    6. Building Relationships
      1. Establishing a positive climate
      2. Practicing empathetic listening
      3. Tapping intrinsic motivation
      4. Using praise, incentives and rewards
      5. Implementing restorative practices
      6. Making connections
      7. Effective communication
    7. Responding to Undesirable Behavior
      1. Differentiating between non-problems, minor problems, and major problems
      2. Maintaining objectivity
      3. Handling issues firmly and consistently
      4. Solving problems privately
      5. Implementing consequences
      6. Discussing concerns with caregivers
    8. Effective Instruction
      1. Making learning engaging and meaningful
      2. Keeping learners on task
      3. Cooperative learning groups
      4. Feedback


    Effective Term:
    Full Academic Year 2019/20
  
  •  

    EDC 257 - 21st Century Learning

    3 Credits, 3 Contact Hours
    3 lecture periods 0 lab periods

    Introduction to strategies, tools, and resources for teaching in today’s classrooms. Includes K-12 content standards, instructional objectives, lesson planning, data literacy, and 21st century skills. Also includes benefits and challenges of technology integration and functions of technology.

    Information: Post Degree Teacher Certification Program approval is required before enrolling in this course. 
      button image Prior Learning and link to PLA webpage

    Course Learning Outcomes
    1. Examine learning standards. (Interstate Teacher Assessment and Support Consortium (InTASC) 4; Council for Exceptional children (CEC) 5)
    2. Identify the components of a lesson plan. (InTASC 7; International Society for Technology in Education (ISTE) 5; CEC 5)
    3. Analyze assessment data. (InTASC 6; CEC 4)
    4. Design an online survey. (InTASC 6; ISTE 2; CEC 5)
    5. Navigate educational technologies. (InTASC 5, 8; ISTE 5; CEC 5)
    6. Create a digital video or website. (InTASC 5, 8; ISTE 5; CEC 5)

    Outline:
    1. K-12 Content Standards
      1. Arizona K12 Content Standards and Common Core Standards
      2. ISTE Standards for Teachers and Students
      3. 21st Century Learning FrameworkUsing standards to drive instruction
    2. Instructional Objectives
      1. Bloom’s Revised Taxonomy
      2. Performance objectives
      3. Goals vs. Objectives
      4. Smart goals
      5. Task analysis
    3. Unit and Lesson Planning
      1. Long range planning
      2. Essential elements of instruction
      3. Developing and adapting lesson plans
      4. Choosing resources and activities
    4. Data Literacy
      1. Types of student data
      2. Using data to drive instruction
      3. Aligning assessments with goals
      4. Evaluating learner progress against standards
    5. 21st Century Learning
      1. Interdisciplinary themes
      2. Learning and innovation
      3. Life and career skills
      4. Information, media and technology Skills
    6. Challenges of Technology Integration
      1. Social and educational issues
      2. Cultural and equity issues
      3. Legal and ethical issues
    7. Benefits of Technology Integration
      1. Engaging learners
        1. Diverse modalities
        2. Real-world relevance
        3. Authentic audiences for student work
        4. Leveraging out-of-school practices
      2. Supporting individual needs
        1. Differentiated instruction
        2. Universal design for learning
    8. Technology Functions
      1. Listening/viewing
      2. Searching/annotating
      3. Communicating/collaborating
      4. Producing/presenting
      5. Sharing/networking
      6. Storing/curating
    9. Technology Tools
      1. Types of technology (drills, tutorials, simulations, games)
      2. Basic tools (word processing, spreadsheets, presentation tools)
      3. Advanced software tools
      4. Teacher productivity tools
      5. Web-based tools


    Effective Term:
    Spring 2021
  
  •  

    EDC 266 - Internship Practicum

    2 Credits, 4 Contact Hours
    1 lecture period 3 lab periods

    Overview of the intern experience in a grades K-12 Educator Preparation Program (EPP) internship classroom. Includes classroom management, learning objectives, assessment, lesson planning, differentiation, collaboration, and education laws.

    Information: Admission to the Post-Degree Teacher Certification Program and EPP Internship approval are required before enrolling in this course. May be taken two times for a maximum of four credits; if this course is repeated, see a financial aid advisor or Veteran’s Affairs advisor to determine funding eligibility as appropriate.
      button image Prior Learning and link to PLA webpage

    Course Learning Outcomes
    1. Describe basic classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3; Council for Exceptional Children (CEC) 2)
    2. Develop learning objectives tied to content standards. (InTASC 4; CEC 3)
    3. Use formative and summative assessments. (InTASC 5, 6; CEC 4)
    4. Create lesson plans with varied instructional strategies. (InTASC 7, 8; CEC 5)
    5. Identify differentiation strategies for diverse learners. (InTASC 1, 2; CEC 1)
    6. Collaborate with students, parents, colleagues and mentors. (InTASC 10; CEC 7)
    7. Explain relevant educational laws. (InTASC 9; CEC 6)

    Outline:
    1. Classroom Management
      1. Organizing the physical space
      2. Establishing and reinforcing procedures
      3. Maintaining a positive classroom culture
    2. Learning Objectives
      1. Locating relevant content standards
      2. Using content standards and learner data to write objectives
      3. Determining cognitive complexity using Bloom’s Revised Taxonomy
    3. Assessment
      1. Implementing formative assessments
      2. Implementing summative assessments
      3. Using student data to drive instruction
    4. Lesson Plans
      1. Writing lessons using Essential Elements of Instruction (EEI)
      2. Distinguishing between teacher-centered and learner-centered pedagogy
      3. Using varied instructional strategies
      4. Reinforcing learning objectives during instruction
    5. Differentiation
      1. Differentiating the content
      2. Differentiating the process
      3. Differentiating the product
    6. Collaboration
      1. Collaborating with students
      2. Collaborating with parents
      3. Collaborating with colleagues and mentors
    7. Education Laws
      1. Family Educational Rights and Privacy Act (FERPA)
      2. Mandatory reporting
      3. Individualized Education Plans (IEPs), 504 Plans, and Individual Language Learner Plans (ILLPs)


    Effective Term:
    Full Academic Year 2017/18
  
  •  

    EDC 267 - Traditional Practicum

    2 Credits, 4 Contact Hours
    1 lecture period 3 lab periods

    Effective teaching strategies in an appropriate K-12 practicum placement with an experienced teacher. Includes classroom management, instructional strategies, lesson planning, assessment, differentiation, collaboration, and educational technologies.

    Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course. This course requires 32 hours of practicum placement in a K-12 classroom.


    Course Learning Outcomes
    1. Identify classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) Standard 3; Council for Exceptional Children (CEC) Standard 2)
    2. Describe instructional strategies. (InTASC 8, CEC 5)
    3. Explain how teachers plan instruction. (InTASC 4, 7; CEC 5)
    4. Identify classroom assessments. (InTASC 6; CEC 4)

    Outline:
    1. Classroom Observation & Reflection
    2. Classroom Management
      1. Classroom organization
      2. Rules and procedures
      3. Classroom culture and climate
      4. Behavior management
    3. Instructional Strategies
      1. Motivation and engagement
      2. Lesson flow
      3. Instructional grouping
    4. Lesson Planning
      1. Content standards
      2. Bloom’s Taxonomy
      3. Learning objectives
      4. Lesson structure
    5. Assessment
      1. Formative assessments
      2. Summative assessments
      3. Data-driven instruction
    6. Differentiation Strategies
    7. Collaboration in School Settings
    8. Educational Technologies
    9. Education Laws
      1. Family Educational Rights and Privacy Act (FERPA)
      2. Mandatory reporting
      3. Individualized Education Programs (IEPs), 504 Plans, and Individual Language Learner Plans (ILLPs)


    Effective Term:
    Spring 2021
  
  •  

    EDC 270 - Elementary Methods: English Language Arts

    3 Credits, 3 Contact Hours
    3 lecture periods 0 lab periods

    Emphasizes the application of theories, methods, and techniques for teaching English Language Arts (ELA) and Literacy in grades 1-8. Includes standards-based instruction, elements of effective instruction, differentiation, 21st century skills, technology, and assessment.

    Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course.


    Course Learning Outcomes
    1. Summarize the developmental stages of literacy. (Interstate Teacher Assessment and Support Consortium (InTASC) 1)
    2. Develop congruent learning objectives. (InTASC 4)
    3. Design lesson plans for ELA. (InTASC 4, 7)
    4. Identify methods to assess literacy development. (InTASC 6)
    5. Integrate 21st century learning into lessons. (InTASC 5; International Society for Technology in Education (ISTE) 5)
    6. Explain the content standards for ELA. (InTASC 4)

    Outline:
    1. Content Standards for English Language Arts and Literacy
      1. Standards-based planning
      2. Anchor standards and grade-specific standards
      3. Balance of informational and literary text
      4. Text complexity
    2. Effective Teaching
      1. Applying learning theories
      2. Strategy instruction
      3. Integrated learning
      4. 21st century skills
      5. Organizing for instruction
    3. Essential Elements of Instruction
      1. Bloom’s Revised Taxonomy
      2. Learning objectives
      3. Lesson components
    4. Differentiated Instruction
      1. Universal Design for Learning (UDL)
      2. Differentiation by content, process, and/or product
      3. Tiered activities
      4. Grouping for instruction
    5. Assessment
      1. Formative
      2. Summative
      3. Portfolio assessment
      4. High-stakes
    6. English Language Arts (ELA) Instruction
      1. Content knowledge
      2. Balanced literacy
      3. Reading and writing processes
      4. Technology resources for ELA


    Effective Term:
    Full Academic Year 2020-2021
  
  •  

    EDC 271 - Elementary Methods: Math

    3 Credits, 3 Contact Hours
    3 lecture periods 0 lab periods

    Emphasizes the application of theories, methods, and techniques for teaching Mathematics in grades 1-8. Includes standards-based instruction, elements of effective instruction, differentiation , 21st century skills, technology, and data literacy.

    Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course.


    Course Learning Outcomes
    1. Examine math content standards and progressions. (Interstate Teacher Assessment and Support Consortium (InTASC) 4)
    2. Discuss the Standards for Mathematical Practice.  (InTASC 4)
    3. Identify methods to assess math development. (InTASC 6)
    4. Design lesson plans for math. (InTASC 4, 7)
    5. Describe differentiation strategies for math. (InTASC 2, 7)
    6. Develop a unit plan for math. (InTASC 4, 7)

    Outline:
    1. Content Standards for Mathematics
      1. Standards for mathematical practice
      2. Clusters and domains
      3. Instructional shifts
      4. Progressions
    2. Effective Teaching
      1. Developmental stages of math acquisition
      2. Accessing prior knowledge
      3. 21st century skills
    3. Essential Elements of Instruction
      1. Congruency
      2. Learning objectives
      3. Active participation strategies
      4. Checking for understanding
      5. Unit and lesson planning
    4. Differentiated Instruction
      1. Diverse learners: culture, language, gender, abilities
      2. Differentiation by content, process, and/or product
      3. Tiered activities
    5. Assessment
      1. Formative
      2. Summative
      3. High-stakes
    6. Mathematics Instruction
      1. Content knowledge
      2. Students’ analyzing their own data
      3. Math vocabulary
      4. Technology resources for math


    Effective Term:
    Full Academic Year 2020-2021
  
  •  

    EDC 272 - Elementary Methods: Reading/Phonics

    3 Credits, 3 Contact Hours
    3 lecture periods 0 lab periods

    Overview of reading and phonics instruction in the elementary grades. Includes developmental stages of literacy and strategies for teaching phonics, phonemic awareness, vocabulary, decoding, fluency, and reading comprehension. Emphasizes the use of various assessment tools to analyze miscues, diagnose learner needs, guide planning, and differentiate instruction.

    Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course.


    Course Learning Outcomes
    1. Describe the developmental stages of literacy. (Interstate Teacher Assessment and Support Consortium (InTASC) 4)
    2. Examine concepts associated with phonology. (InTASC 4)
    3. Analyze running records. (InTASC 6)
    4. Analyze Informal Reading Inventories. (InTASC 6)
    5. Interpret literacy data. (InTASC 6)
    6. Plan data-driven instruction. (InTASC 6)

    Outline:
    1. Literacy Development
      1. Developmental Stages
      2. Text Types
        1. Narrative
        2. Explanatory
        3. Persuasive
        4. Functional
    2. Informal Reading Assessments
      1. Concepts about print
      2. Letter and word identification
      3. Writing/dictation
      4. Running records
      5. Reading inventories
    3. Commercial Reading Assessments
      1. Developmental Reading Assessment 2nd (DRA2)
      2. Qualitative Reading Inventory 5th (QRI-5)
      3. Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next)
    4. Instructional Strategies for Foundational Skills
      1. Alphabet books
      2. Predictable texts
      3. Rhyming/word families
      4. Word building
      5. Elkonin boxes
      6. Cut-up sentences
      7. Language experience approach
      8. Word walls
      9. Word sorts
      10. Cloze passages
      11. Semantic maps
      12. Frayer model
    5. Instructional Strategies for Fluency & Comprehension
      1. Read aloud
      2. Prompting
      3. Shared reading
      4. Buddy reading
      5. Independent reading
      6. Reader’s theatre
      7. Reciprocal teaching
      8. Retrospective miscue analysis
      9. Reader Response
    6. Instructional Approaches
      1. Balanced literacy
      2. Reading recovery
      3. Guided reading
      4. Literature circles
      5. Daily 5


    Effective Term:
    Full Academic Year 2020/21
  
  •  

    EDC 273 - Elementary Methods: Science/Social Studies

    3 Credits, 3 Contact Hours
    3 lecture periods 0 lab periods

    Emphasizes the application of theories, methods, and techniques for teaching Science and Social Studies in the elementary grades. Includes standards-based instruction, inquiry learning, problem-based learning, strategies to increase student engagement, 21st century learning, and digital technologies for Science and Social Studies instruction.

    Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course.



    Course Learning Outcomes
    1. Examine content standards for science and social studies. (Interstate Teacher Assessment and Support Consortium (InTASC) 4)​

    2. Describe strategies to promote self-regulated learning. (InTASC 3)

    3. Evaluate digital tools and resources. (InTASC 5, 8; International Society for Technology in Education (ISTE)6)

    4. Design lesson plans for science and social studies. (InTASC 4)

    5. Discuss strategies to promote higher-order thinking. (InTASC 8)

    6. Develop a unit plan for social studies or science. (InTASC 4, 7, 8)


    Outline:
    1. Content Standards
      1. Arizona K12 Social Studies Standards
      2. Arizona K12 Science Standards
    2. Science Domains
      1. Earth/space sciences
      2. Life sciences
      3. Physical sciences
    3. Social Studies Domains
      1. History
      2. Geography
      3. Civics
      4. Economics
      5. Anthropology/sociology
    4. Standards-Based Instruction
      1. Instructional objectives
      2. Essential Elements of Instruction (EEI)
      3. Short- and long-range planning
      4. Integrated learning
    5. Instructional Approaches
      1. Learner-centered
      2. Inquiry learning
      3. Discovery learning
      4. Authentic learning
      5. Global learning


    Effective Term:
    Full Academic Year 2020/21

  
  •  

    EDC 274 - Elementary Methods: Instruction Across the Curriculum

    3 Credits, 3 Contact Hours
    3 lecture periods 0 lab periods

    Instructional methods for organizing and integrating Literacy and Math across the elementary curriculum. Includes interdisciplinary teaching strategies, inquiry learning, formative and summative assessment, unit planning, lesson planning, and technology integration. Also includes writing instruction and assessment.

    Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course.


    Course Learning Outcomes
    1. Explain how to promote independent learning. (Interstate Teacher Assessment and Support Consortium (InTASC) 3, 7, 8)
    2. Create focus lessons in English Language Arts (ELA) and math. (InTASC 4, 7)
    3. Design project-based lesson plans. (InTASC 5, 7)
    4. Design integrated lesson plans. (InTASC 5, 7)
    5. Describe strategies to develop literacy and numeracy. (InTASC 5; International Society for Technology in Education (ISTE) 4)
    6. Develop an interdisciplinary unit plan. (InTASC 4, 5, 7, 8)

    Outline:
    1. Interdisciplinary Teaching
      1. Interdisciplinary themes
      2. Inquiry learning
      3. Project-Based Learning (PBL)
      4. Literacy across the curriculum
    2. Organizing for Literacy Instruction
      1. Literacy Daily 5
        1. Student stamina and independence
        2. Managing transitions
        3. Anchor charts
        4. Check-ins
        5. Focus lessons
        6. Guided reading
      2. 6+1 Traits of writing
        1. Ideas
        2. Organization
        3. Voice
        4. Word choice
        5. Sentence fluency
        6. Conventions and presentation
      3. Assessing student writing
    3. Organizing for Math Instruction
      1. Math Daily 3 structure
      2. Math groups
      3. Math across the curriculum
    4. Assessment
      1. Preparing learners for high-stakes assessments
      2. Using formative and summative data to plan instruction
    5. Unit Planning
      1. Cross-curricular
      2. 21st century learning
    6. Essential Elements of Instruction
      1. Teach to the objective
      2. Level of difficulty
      3. Effective questioning
      4. Active participation
      5. Check for understanding
      6. Monitor and adjust
    7. Technology Integration
      1. Evaluating and modifying instructional resources
      2. Using technology to engage learners
      3. Teacher fluency with technology tools


    Effective Term:
    Full Academic Year 2020/21
  
  •  

    EDC 275 - Secondary Methods: English Language Arts/Social Sciences

    3 Credits, 3 Contact Hours
    3 lecture periods 0 lab periods

    Instructional methods in English Language Arts (ELA) and Social Sciences (SS) for the secondary teacher. Includes considerations in instructional design and assessment such as standards-based lessons and objectives; instructional strategies, including differentiated instruction; 21st century Learning skills; informal and formal assessment strategies; and analyzing data. Also includes domains and concepts central to the discipline, as well as methods for self-assessment in content knowledge and application.

    Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course.


    Course Learning Outcomes
    1. Identify domains and concepts that are central to the discipline (ELA or Social Studies). (Interstate Teacher Assessment and Support Consortium (InTASC) 4)
    2. Use the Standards Continuum Guide for Reflective Teaching Practice to self-assess content knowledge and application related to ELA/SS. (InTASC 4)
    3. Describe the ways in which cross-curricular instruction and 21st century learning skills can be integrated into ELA/SS. (International Society for Technology in Education (ISTE) 2)
    4. Identify a variety of methods to informally and formally assess student learning in ELA/SS. (InTASC 6)
    5. Describe how formal assessments drive instructional decisions in ELA/SS and identify strategies for  engaging learners in analyzing their own data. (InTASC 6)
    6. Describe strategies for differentiated instruction in ELA/SS. (InTASC 7)
    7. Develop standards-based lessons and objectives for ELA/SS using Essential Elements of Instruction (EEI). (InTASC 7)
    8. Discuss and analyze current and relevant social, cultural, and academic trends in general education and how they impact lesson planning. (InTASC 7)
    9. Identify effective instructional strategies for ELA/SS. (InTASC 8)

    Effective Term:
    Fall 2016
  
  •  

    EDC 276 - Secondary Methods: Math/Science

    3 Credits, 3 Contact Hours
    3 lecture periods 0 lab periods

    Instructional methods in Mathematics and Science for the secondary teacher. Includes considerations in instructional design related to mathematics and science such as the Essential Elements of Instruction (EEI), learning objectives, scaffolding instruction, cross-curricular instruction, differentiated instruction, assessment, instructional strategies, learning theories, identifying technology resources, Arizona College and Career Ready Standards, and Arizona Science Standards/Next Generation Science Standards. Also includes factors impacting student learning and achievement such as teacher bias, socio-economic status, gender, language, culture, special needs, teacher expectations, motivation, engagement, and classroom management.

    Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course.


    Course Learning Outcomes
    1. Identify domains and concepts that are central to the discipline (Math or Science). (Interstate Teacher Assessment and Support Consortium (InTASC) 4)  
    2. Use the Standards Continuum Guide for Reflective Teaching Practice to self-assess content knowledge and application related to Math/Science. (InTASC 4)
    3. Describe the ways in which cross-curricular instruction and 21st century learning skills can be integrated into Math/Science. (InTASC 5; International Society for Technology in Education (ISTE) 2)
    4. Identify a variety of methods to informally and formally assess student learning in Math/Science. (InTASC 6)
    5. Describe how formal assessments drive instructional decisions in Math/Science and identify strategies for engaging learners in analyzing their own data. (InTASC 6)
    6. Describe strategies for differentiated instruction in Math/Science. (InTASC 7)
    7. Develop standards-based lessons and objectives for Math/Science using Essential Elements of Instruction (EEI). (InTASC 7)
    8. Discuss and analyze current and relevant social, cultural, and academic trends in general education and how they impact lesson planning. (InTASC 7)
    9. Identify effective instructional strategies for Math/Science. (InTASC 8)

    Effective Term:
    Fall 2016
  
  •  

    EDC 277 - Secondary Methods: Instruction Across the Curriculum

    3 Credits, 3 Contact Hours
    3 lecture periods 0 lab periods

    Instructional methods focused on integrating English Language Arts (ELA)/Literacy and Math across secondary curriculum with a focus on strategies aligned with the Arizona College and Career Ready Standards (AZCCRS), Arizona Social Studies Standards, and Arizona Science Standards/Next Generation Science Standards. Includes the Essential Elements of Instruction (EEI), designing developmentally appropriate instruction, cross-curricular instruction, and learner collaboration. Also includes strategies for incorporating 21st Century Learning Skills into the curriculum, data literacy strategies, and strategies that promote learner development of social and cultural perspectives that expand understanding of local and global issues.

    Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course.


    Course Learning Outcomes
    1. Use the Standards Continuum Guide for Reflective Teaching Practice to self-assess content knowledge and application. (Interstate Teacher Assessment and Support Consortium (InTASC) 4)
    2. Incorporate 21st century learning skills in cross-curricular instruction. (InTASC 5)
    3. Identify strategies that help learners develop diverse social and cultural perspectives and expand understanding of local and global issues. (InTASC 5)
    4. Analyze strategies related to data literacy and their impact on assessment across the curriculum. (InTASC 6)
    5. Develop standards-based lessons and objectives using Essential Elements of Instruction (EEI). (InTASC 7)
    6. Develop a standards-based cross-curricular unit. (InTASC 7)
    7. Analyze the practice of integrating content literacy practices and strategies into lesson plans and cross-curricular instruction. (InTASC 8)
    8. Evaluate and modify technology resources and curriculum materials for quality, accuracy, effectiveness, and potential to engage learners. (InTASC 8)

    Effective Term:
    Fall 2016
  
  •  

    EDC 278 - Secondary Teaching Methods

    3 Credits, 3 Contact Hours
    3 Lecture Periods 0 lab periods

    Instructional methods for the secondary teacher. Includes considerations in instructional design and assessment such as standards-based lessons and objectives; instructional strategies, including differentiated instruction; 21st Century Learning skills; informal and formal assessment strategies; and analyzing data. Also includes domains and concepts central to the discipline, as well as methods for self-assessment in content knowledge and application. 

    Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course. 


    Course Learning Outcomes
    1. Identify domains and concepts that are central to the content area. (Interstate Teacher Assessment and Support Consortium (InTASC 4)
    2. Self-assess content knowledge and application related to the content area. (InTASC 4)
    3. Describe the ways in which cross-curricular instruction and 21st century learning skills can be integrated into the content area. (InTASC 5); International Society for Technology in Education Standards for Educators (ISTE) 5)
    4. Identify a variety of methods to informally and formally assess student learning. (InTASC 6)
    5. Describe how formal assessments drive instructional decisions in the content area and identify strategies for engaging learners in analyzing their own data. (InTASC 6)
    6. Describe strategies for differentiated instruction. (InTASC 7)
    7. Develop standards-based lessons and objectives using Essential Elements of Instruction (EEI). (InTASC 7)
    8. Discuss and analyze current and relevant social, cultural, and academic trends in general education and how they impact lesson planning. (InTASC 7; ISTE 4)
    9. Identify effective instructional strategies. (InTASC 8)

    Outline:
    1. Content Knowledge
      1. Discipline Domains
      2. Central Concepts
    2. Interstate Teacher Assessment and Support Consortium (InTASC) Standards
      1. Content knowledge self-assessment
      2. Application self-assessment
    3. Instruction
      1. Developing standards-based lessons and objectives
      2. Differentiated instruction
      3. 21st century learning skills
      4. Effective instructional strategies
    4. Assessment
      1. Informal and formal assessment strategies
      2. Analyzing data


    Effective Term:
    Spring 2021
  
  •  

    EDC 286 - Structured English Immersion Methods

    3 Credits, 3 Contact Hours
    3 lecture periods 0 lab periods

    Introduction to Structured English Immersion (SEI) methods, designed to meet state standards for pre-service and in-service educators of English Language Learners (ELLs). Includes SEI foundations, ELL proficiency standards, second language acquisition, home/school partnerships, assessment, data analysis, instructional strategies, digital tools, and lesson planning.

    Information: Meets SEI Endorsement requirements for the Arizona Department of Education.
      button image Prior Learning and link to PLA webpage



    Course Learning Outcomes
    1. Discuss the rationale for Structured English Immersion (SEI) in Arizona. (Interstate Teacher Assessment and Support Consortium (InTASC 9, 10))

    2. Identify strategies for cultivating home/school partnerships. (InTASC 3)

    3. Identify developmental stages of second language acquisition. (InTASC 1)

    4. Compare the English Language Learner Proficiency (ELP) Standards with the Arizona K12 Standards for English/Language Arts (ELA). (InTASC 4)

    5. Describe instructional strategies for fostering student achievement. (InTASC 5, 8)

    6. Adapt curricular materials and lesson plans for ELLs. (InTASC 2, 7)

    7. Examine and interpret assessments for ELLs. (InTASC 6)


    Outline:
    I.       Foundations of Structured English Immersion (SEI)

             A.   The legal, historical, and educational reasons for SEI

             B.   Basic SEI terminology

             C.   Language acquisition theoretical principles

             D.   The role of culture in learning

    II.       ELL Proficiency Standards

                A.   Comparison of English Language Learner Proficiency (ELP) Standards and the Arizona K12 Standards for ELA/Literacy

             B.   Domains of the ELP Standards

             C.   Integration of ELP Standards across content areas

             D.   Use of ELP Standards to plan, deliver, and evaluate instruction

    III.      Second Language Acquisition

             A.   Developmental stages of language acquisition

             B.   The silent period

             C.   Students’ pre- and early- production strategies

             D.   Vocabulary development approaches in the content areas

             E.   Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP)

    IV.     Home/School Partnerships

             A.   Sociocultural influences on ELLs and the role of culture in learning

             B.   The impact of bilingualism and home language use

             C.   Parental and community sources for aiding English acquisition

             D.   Strategies for cultivating home/school partnerships for ELLs

    V.      Formal and Informal Assessment

             A.   Diagnostic, formative, and summative assessments for ELLs

             B.   Importance of creating and offering multiple assessments

             C.   Use of assessment results for placement and accommodation of special education and gifted students

             D.   Use of standardized testing and language proficiency as methods for monitoring student progress

    VI.     Data Analysis and Application

             A.   Examination of the Arizona English Language Learner Assessment (AZELLA)

             B.   The AZELLA Student Report

             C.   Examination and interpretation of snapshots of longitudinal data

             D.   Tracking student status and progress on the ELP standards using AZELLA results

             E.   Analysis and application of disaggregated data to differentiate instruction

    VII.    Instructional Strategies

             A.   Strategies for engaging ELL


    Effective Term:
    Full Academic Year 2020-2021

  
  •  

    EDC 287 - Structured English Immersion – Elementary

    3 Credits, 3 Contact Hours
    3 lecture periods 0 lab periods

    Overview of Structured English Immersion (SEI) instruction for English Learners (ELs) in the elementary grades.  Includes SEI foundations, English Language Proficiency Standards (ELPS), language acquisition and development, identification and assessment of ELs, cultural assets, and research-based instructional strategies for elementary ELs.

    Information: Meets SEI Endorsement requirements for the Arizona Department of Education.
    Button linking to class schedule for EDC courses button image Prior Learning and link to PLA webpage

    Course Learning Outcomes
    1. Explain the legal and historical foundations of Structured English Immersion (SEI) [Interstate Teacher Assessment and Support Consortium (InTASC) 9; Council for Exceptional Children (CEC) 6]
    2. Describe Arizona’s Language Development Approach (LDA) (InTASC 2; CEC 1)
    3. Identify elements of language acquisition and development (InTASC 1; CEC 1)
    4. Analyze English Language Proficiency Standards (ELPS) (InTASC 4; CEC 3)
    5. Examine the role of culture in learning (InTASC 3; CEC 2)
    6. Apply strategies for teaching and assessing ELs (InTASC 6, 7, 8; CEC 4, 5)

    Outline:
    1. Structured English Immersion (SEI) Foundations
      1. Legal cases
      2. Federal and state laws
      3. Societal trends and issues
    2. Arizona’s Language Development Approach (LDA)
      1. SEI terminology
      2. Principles of Arizona’s LDA
      3. Arizona’s SEI models for elementary grades
    3. Program Placement of ELs
      1. Identification and Assessment
      2. AZELLA
      3. Diversity of ELs
    4. Elements of Language Development
      1. Language acquisition theories
      2. English Language Proficiency Standards (ELPS)
      3. Relationship between ELPS and English Language Arts (ELA) standards
      4. Foundations of language
    5. Instructional Practices
      1. Reading foundational skills for elementary ELs
      2. Research-based reading instruction
      3. Vocabulary development
      4. Writing development
    6. Asset-Based Behaviors and Expectations
      1. Cultural influences
      2. Cultural competence
      3. Celebrating cultural diversity
      4. Leveraging cultural assets
      5. Social and emotional learning (SEL)
    7. Home and School Connections
      1. Funds of knowledge
      2. Family engagement
      3. Parental rights
    8. Integrated and Targeted Instruction in Elementary Settings
      1. Receptive communication
      2. Productive communication
      3. Interactive communication
      4. Language skills
      5. Differentiation strategies
    9. Assessment, Monitoring, and Feedback
      1. Response to Intervention (RTI) and Multitiered Systems of Supports (MTSS)
      2. Types of assessments
      3. Data-driven instruction
      4. Timely and meaningful feedback
      5. Student self-reflection
      6.   Testing accommodations for ELs


    Effective Term:
    Full Academic Year 2021-2022
  
  •  

    EDC 291 - Student Teaching: Elementary

    8 Credits, 20 Contact Hours
    2 lecture periods 18 lab periods

    Student teaching in an elementary classroom with an experienced teacher mentor. Includes classroom management, objectives, assessment, lesson planning, differentiation, and collaboration.

    Prerequisite(s): EDC 266   or EDC 267  
    Information: Admission to the Post-Degree Teacher Certification Program and Capstone readiness approval are required before enrolling in this course. This course requires 12 weeks (60 full instructional days) of field experience in a grades K-8 classroom. EDC 291A  and EDC 291B  together constitute EDC 291.


    Course Learning Outcomes
    1. Implement classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) Standard 3)
    2. Develop learning objectives tied to content standards. (InTASC 4)
    3. Implement formative and summative assessments. (InTASC 6)
    4. Develop and implement lesson plans with varied instructional strategies. (InTASC 5, 7, 8; International Society for Technology in Education (ISTE) 5)

    Outline:
    1. Classroom Management
      1. Organizing the physical space
      2. Establishing and reinforcing procedures
      3. Maintaining a positive classroom culture
    2. Learning Objectives
      1. Choosing relevant content standards
      2. Using content standards to write objectives
      3. Determining cognitive complexity using Bloom’s Revised Taxonomy
    3. Assessment
      1. Implementing formative assessments
      2. Implementing summative assessments
      3. Using data to drive instruction
    4. Lesson Plans
      1. Writing lessons using Essential Elements of Instruction (EEI)
      2. Distinguishing between teacher-centered and learner-centered pedagogy
      3. Using varied instructional strategies
      4. Reinforcing learning objectives during instruction
    5. Differentiation
      1. Differentiating the content
      2. Differentiating the process
      3. Differentiating the product
    6. Collaboration
      1. Collaborating with students
      2. Collaborating with mentors


    Effective Term:
    Full Academic Year 2020/21
  
  •  

    EDC 291A - Student Teaching I: Elementary

    4 Credits, 10 Contact Hours
    1 lecture period 9 lab periods

    Introduction to the student teaching experience in an elementary Educator Preparation Program (EPP) Internship classroom. Includes classroom management, learning objectives, assessment, lesson planning, differentiation, and collaboration.

    Prerequisite(s): EDC 266   or EDC 267  
    Information: Admission to the Post-Degree Teacher Certification Program and EPP Internship approval are required before enrolling in this course. EDC 291A and EDC 291B  together constitute EDC 291 .


    Course Learning Outcomes
    1. Implement classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3)
    2. Develop learning objectives tied to content standards. (InTASC 4)
    3. Develop formative and summative assessments. (InTASC 6)
    4. Implement lesson plans with varied instructional strategies. (InTASC 7, 8; International Society for Technology in Education (ISTE) 5)
    5. Implement differentiation strategies for diverse learners. (InTASC 1, 2)
    6. Collaborate with students, parents, colleagues, and mentors. (InTASC 10)

    Outline:
    1. Classroom Management
      1. Organizing the physical space
      2. Establishing and reinforcing procedures
      3. Maintaining a positive classroom culture
    2. Learning Objectives
      1. Choosing relevant content standards
      2. Using content standards and learner data to write objectives
      3. Determining cognitive complexity using Bloom’s Revised Taxonomy
    3. Assessment
      1. Implementing formative assessments
      2. Implementing summative assessments
      3. Using student data to drive instruction
    4. Lesson Plans
      1. Writing lessons using Essential Elements of Instruction (EEI)
      2. Distinguishing between teacher-centered and learner-centered pedagogy
      3. Using varied instructional strategies
      4. Reinforcing learning objectives during instruction
    5. Differentiation
      1. Differentiating the content
      2. Differentiating the process
      3. Differentiating the product
    6. Collaboration
      1. Collaborating with students
      2. Collaborating with parents
      3. Collaborating with colleagues & mentors


    Effective Term:
    Full Academic Year 2020/21
  
  •  

    EDC 291B - Student Teaching II: Elementary

    4 Credits, 10 Contact Hours
    1 lecture period 9 lab periods

    Continuation of the student teaching experience in an elementary Educator Preparation Program (EPP) Internship classroom. Includes classroom management, learning objectives, assessment, lesson planning, differentiation, and collaboration.

    Prerequisite(s): EDC 291A  
    Information: Admission to the Post-Degree Teacher Certification Program and EPP Internship approval are required before enrolling in this course. EDC 291A  and EDC 291B together constitute EDC 291 .



    Course Learning Outcomes
    1.   Implement proactive classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3)

    2.   Develop congruent learning objectives tied to content standards. (InTASC 4)

    3.   Use data to drive instruction. (InTASC 6)

    4.   Implement effective lessons with varied instructional strategies. (InTASC 7, 8; (International Society for Technology in Education (ISTE) 5)

    5.   Implement appropriate differentiation strategies for diverse learners. (InTASC 1, 2)

    6.   Collaborate with students, parents, colleagues and mentors. (InTASC 10)


    Outline:
    1. Classroom Management
      1. Establishing and reinforcing procedures
      2. Maintaining a positive classroom culture
      3. Responding to challenging behaviors
    2. Learning Objectives
      1. Using content standards and learner data to write objectives
      2. Determining cognitive complexity using Bloom’s Revised Taxonomy
      3. Developing assessments that align with objectives
    3. Assessment
      1. Implementing formative assessments
      2. Implementing summative assessments
      3. Using student data to drive instruction
    4. Lesson Plans
      1. Writing lessons using Essential Elements of Instruction (EEI)
      2. Distinguishing between teacher-centered and learner-centered pedagogy
      3. Using varied instructional strategies
      4. Reinforcing learning objectives during instruction
    5. Differentiation
      1. Differentiating the content
      2. Differentiating the process
      3. Differentiating the product
    6. Collaboration
      1. Collaborating with students
      2. Collaborating with parents
      3. Collaborating with colleagues & mentors


    Effective Term:
    Full Academic Year: 2020/21

  
  •  

    EDC 292 - Student Teaching: Secondary

    8 Credits, 20 Contact Hours
    2 lecture periods 18 lab periods

    Student teaching in a secondary classroom with an experienced teacher mentor. Includes classroom management, objectives, assessment, lesson planning, differentiation, and collaboration.

    Prerequisite(s): EDC 266   or EDC 267  
    Information: Admission to the Post-Degree Teacher Certification Program and Capstone readiness approval are required before enrolling in this course. This course requires 12 weeks (60 full instructional days) of field experience in a grades 6-12 classroom. EDC 292A  and EDC 292B  together constitute EDC 292.


    Course Learning Outcomes
    1. Review principles, knowledge, and developmentally appropriate practices in an early childhood setting (NAEYC 1a, 1b, 1c, 2a, 4a, 4b, 4c, 4d).
    2. Design, implement, and evaluate developmentally appropriate teaching strategies and plans that promote successful learning in field experience. (NAEYC 1a, 1b, 1c, 3a, 3b, 3c, 3d, 4a, 4b, 4c, 4d, 5a, 5b, 5c).
    3. Compile a professional work sample (NAEYC 6a, 6b, d).
    4. Demonstrate an understanding of the ethics and core principles of the early childhood education profession (NAEYC 6a, 6b, 6d). 
    5. Engage in informed advocacy for children and the profession (NAEYC 6e).
    6. Develop, implement, and self-evaluate 100 hours of required fieldwork (NAEYC 2b, 3a, 3b, 3c, 3d, 4a, 4b, 4c, 4d, 6d). 
    7. Demonstrate the goals, benefits and uses of systematic observation, documentation, and assessment (NAEYC 3a, 3b, 3c, 3d).

    Outline:
    1. Early Childhood Principles, Knowledge, and Practices
      1. Community of learners
      2. Families
      3. Teaching
      4. Assessment
      5. Curriculum
    2. Developmentally Appropriate Practices
      1. Adaptations for children with differing abilities
      2. Lesson Plans
    3. Professional Work Sample
      1. Resume
      2. Parent-community-family communication artifact
      3. Samples of lesson plans
      4. Certificates
      5. Statement of philosophy

     

    1. Professionalism
      1. Code of conduct
      2. Ethical standards and professional guidelines
      3. State and national requirements
      4. Arizona early learning standards
      5. NAEYC standards
    2. Children’s Advocacy
      1. Professional affiliations/organizations
      2. Laws and regulations
      3. Accreditation organizations
    3. Fieldwork
      1. Journal/self-evaluation
      2. Detailed teaching plans
      3. Code of ethical conduct
      4. Documentation
    4. Observation, Documentation, and Assessment
      1. Standardized assessment tools
      2. Record keeping


    Effective Term:
    Spring 2021
  
  •  

    EDC 292A - Student Teaching I: Secondary

    4 Credits, 4 Contact Hours
    4 lecture periods 0 lab periods

    Introduction to the student teaching experience in a grades 6-12 Educator Preparation Program (EPP) Internship classroom. Includes classroom management, learning objectives, assessment, lesson planning, differentiation, and collaboration.

    Prerequisite(s): EDC 266   or EDC 267  
    Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course. EDC 292A and EDC 292B  together constitute EDC 292 .


    Course Learning Outcomes
    1. Implement classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3)
    2. Develop learning objectives tied to content standards. (InTASC 4)
    3. Develop formative and summative assessments. (InTASC 6)
    4. Implement lesson plans with varied instructional strategies. (InTASC 7, 8; International Society for Technology in Education (ISTE) 2)
    5. Implement differentiation strategies for diverse learners. (InTASC 1, 2)
    6. Collaborate with students, parents, colleagues, and mentors. (InTASC 10)

    Outline:
    1. Classroom Management
      1. Organizing the physical space
      2. Establishing and reinforcing procedures
      3. Maintaining a positive classroom culture
    2. Learning Objectives
      1. Choosing relevant content standards
      2. Using content standards and learner data to write objectives
      3. Determining cognitive complexity using Bloom’s Revised Taxonomy
    3. Assessment
      1. Implementing formative assessments
      2. Implementing summative assessments
      3. Using student data to drive instruction
    4. Lesson Plans
      1. Writing lessons using Essential Elements of Instruction (EEI)
      2. Distinguishing between teacher-centered and learner-centered pedagogy
      3. Using varied instructional strategies
      4. Reinforcing learning objectives during instruction
    5. Differentiation
      1. Differentiating the content
      2. Differentiating the process
      3. Differentiating the product
    6. Collaboration
      1. Collaborating with students
      2. Collaborating with parents
      3. Collaborating with colleagues and mentors


    Effective Term:
    Full Academic Year 2020/21
  
  •  

    EDC 292B - Student Teaching II: Secondary

    4 Credits, 10 Contact Hours
    1 lecture period 9 lab periods

    Continuation of the student teaching experience in a grades 6-12 Educator Preparation Program (EPP) Internship classroom. Includes classroom management, learning objectives, assessment, lesson planning, differentiation, and collaboration.

    Prerequisite(s): EDC 292A  
    Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course. EDC 292A  and EDC 292B together constitute EDC 292 .


    Course Learning Outcomes
    1. Implement proactive classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3)
    2. Develop congruent learning objectives tied to content standards. (InTASC 4)
    3. Use data to drive instruction. (InTASC 6)
    4. Implement effective lessons with varied instructional strategies. (InTASC 7, 8; International Society for Technology in Education (ISTE) 2)
    5. Implement appropriate differentiation strategies for diverse learners. (InTASC 1, 2)
    6. Collaborate with students, parents, colleagues and mentors. (InTASC 10)

    Outline:
    1. Classroom Management
      1. Establishing and reinforcing procedures
      2. Maintaining a positive classroom culture
      3. Responding to challenging behaviors
    2. Learning Objectives
      1. Using content standards and learner data to write objectives
      2. Determining cognitive complexity using Bloom’s Revised Taxonomy
      3. Developing assessments that align with objectives
    3. Assessment
      1. Implementing formative assessments
      2. Implementing summative assessments
      3. Using student data to drive instruction
    4. Lesson Plans
      1. Writing lessons using Essential Elements of Instruction (EEI)
      2. Distinguishing between teacher-centered and learner-centered pedagogy
      3. Using varied instructional strategies
      4. Reinforcing learning objectives during instruction
    5. Differentiation
      1. Differentiating the content
      2. Differentiating the process
      3. Differentiating the product
    6. Collaboration
      1. Collaborating with students
      2. Collaborating with parents
      3. Collaborating with colleagues and mentors


    Effective Term:
    Full Academic Year 2020/21

Education – Special/Post Degree

  
  •  

    EDC 287 - Structured English Immersion – Elementary

    3 Credits, 3 Contact Hours
    3 lecture periods 0 lab periods

    Overview of Structured English Immersion (SEI) instruction for English Learners (ELs) in the elementary grades.  Includes SEI foundations, English Language Proficiency Standards (ELPS), language acquisition and development, identification and assessment of ELs, cultural assets, and research-based instructional strategies for elementary ELs.

    Information: Meets SEI Endorsement requirements for the Arizona Department of Education.


    Course Learning Outcomes
    1. Explain the legal and historical foundations of Structured English Immersion (SEI) [Interstate Teacher Assessment and Support Consortium (InTASC) 9; Council for Exceptional Children (CEC) 6]
    2. Describe Arizona’s Language Development Approach (LDA) (InTASC 2; CEC 1)
    3. Identify elements of language acquisition and development (InTASC 1; CEC 1)
    4. Analyze English Language Proficiency Standards (ELPS) (InTASC 4; CEC 3)
    5. Examine the role of culture in learning (InTASC 3; CEC 2)
    6. Apply strategies for teaching and assessing ELs (InTASC 6, 7, 8; CEC 4, 5)

    Outline:
    1. Structured English Immersion (SEI) Foundations
      1. Legal cases
      2. Federal and state laws
      3. Societal trends and issues
    2. Arizona’s Language Development Approach (LDA)
      1. SEI terminology
      2. Principles of Arizona’s LDA
      3. Arizona’s SEI models for elementary grades
    3. Program Placement of ELs
      1. Identification and Assessment
      2. AZELLA
      3. Diversity of ELs
    4. Elements of Language Development
      1. Language acquisition theories
      2. English Language Proficiency Standards (ELPS)
      3. Relationship between ELPS and English Language Arts (ELA) standards
      4. Foundations of language
    5. Instructional Practices
      1. Reading foundational skills for elementary ELs
      2. Research-based reading instruction
      3. Vocabulary development
      4. Writing development
    6. Asset-Based Behaviors and Expectations
      1. Cultural influences
      2. Cultural competence
      3. Celebrating cultural diversity
      4. Leveraging cultural assets
      5. Social and emotional learning (SEL)
    7. Home and School Connections
      1. Funds of knowledge
      2. Family engagement
      3. Parental rights
    8. Integrated and Targeted Instruction in Elementary Settings
      1. Receptive communication
      2. Productive communication
      3. Interactive communication
      4. Language skills
      5. Differentiation strategies
    9. Assessment, Monitoring, and Feedback
      1. Response to Intervention (RTI) and Multitiered Systems of Supports (MTSS)
      2. Types of assessments
      3. Data-driven instruction
      4. Timely and meaningful feedback
      5. Student self-reflection
      6.   Testing accommodations for ELs


    Effective Term:
    Full Academic Year 2021/2022
  
  •  

    EDC 288 - Structured English Immersion – Secondary

    3 Credits, 3 Contact Hours
    3 lecture periods 0 lab periods

    Overview of Structured English Immersion (SEI) instruction for English Learners (ELs) in the secondary grades.  Includes SEI foundations, English Language Proficiency Standards (ELPS), language acquisition and development, identification and assessment of ELs, cultural assets, and research-based instructional strategies for secondary ELs.

    Information: Meets SEI Endorsement requirements for the Arizona Department of Education.
     button image Prior Learning and link to PLA webpage

    Course Learning Outcomes
    1. Explain the legal and historical foundations of Structured English Immersion (SEI) [Interstate Teacher Assessment and Support Consortium (InTASC) 9; Council for Exceptional Children (CEC) 6]
    2. Describe Arizona’s Language Development Approach (LDA) (InTASC 2; CEC 1)
    3. Identify elements of language acquisition and development (InTASC 1, CEC 1)
    4. Analyze English Language Proficiency Standards (ELPS) (InTASC 4; CEC 3)
    5. Examine the role of culture in learning (InTASC 3; CEC 2)
    6. Apply strategies for teaching and assessing ELs (InTASC 6, 7, 8; CEC 4, 5)

    Outline:
    1. Structured English Immersion (SEI) Foundations
      1. Legal cases
      2. Federal and state laws
      3. Societal trends and issues
    2. Arizona’s Language Development Approach (LDA)
      1. SEI terminology
      2. Principles of Arizona’s LDA
      3. Arizona’s SEI models for secondary grades
    3. Program Placement of ELs
      1. Identification and Assessment
      2. AZELLA
      3. Diversity of ELs
    4. Elements of Language Development
      1. Language acquisition theories
      2. English Language Proficiency Standards (ELPS)
      3. Relationship between ELPS and English Language Arts (ELA) standards
      4. Foundations of language
    5. Instructional Practices
      1. Reading foundational skills for secondary ELs
      2. Research-based reading instruction
      3. Vocabulary development
      4. Writing development
    6. Asset-Based Behaviors and Expectations
      1. Cultural influences
      2. Cultural competence
      3. Celebrating cultural diversity
      4. Leveraging cultural assets
      5. Social and emotional learning (SEL)
    7. Home and School Connections
      1. Funds of knowledge
      2. Family engagement
      3. Parental rights
    8. Integrated and Targeted Instruction in Secondary Settings
      1. Receptive communication
      2. Productive communication
      3. Interactive communication
      4. Language skills
      5. Differentiation strategies
    9. Assessment, Monitoring, and Feedback
      1. Response to Intervention (RTI) and Multitiered Systems of Supports (MTSS)
      2. Types of assessments
      3. Data-driven instruction
      4. Timely and meaningful feedback
      5. Student self-reflection
      6.   Testing accommodations for ELs


    Effective Term:
    Full Academic Year 2021/2022