As a community of learners we will analyze administrative challenges, explore processes and venues for engaging diverse groups in school improvement, and develop procedures and tools for effective school leadership. In this final core course of our program we will provide a process of reflection and self-assessment resulting in a Leadership Portfolio.
Career-Life planning counseling techniques; information sources; development of career libraries and centers, employability development techniques; activities involving observation and participation in career counseling and information.
Introduction to theory and practice of instructional methodology in single subject classroom.
Instructional strategies and curricular themes in foreign languages, taught in secondary schools.
Instructional strategies and curricular themes in mathematics taught in secondary schools. Analysis and evaluation of current methods and trends in the teaching in mathematics in the urban setting; includes current research, instructional materials, community resources, and media methods.
This course is designed to prepare teacher credential candidates to teach social studies in a contemporary classroom setting. Teacher credential candidates will develop an understanding of the nature of social science, social science application in the classroom and the world and include theories regarding the construction of social science knowledge. Teacher credential candidates will explore the California History/Social Science Content Standards. Particular focus will be placed on development of intellectual, reasoning, reflection, and research skills called for in the California Standards. Additional focus on chronological and spatial thinking; research; evidence and point of view; and historical integration will also be examined.
This course provides a solid foundation for engaging in graduate level study, including critically reading, critiquing, and analyzing tests; engaging in critical dialogue; developing academic writing and; library research skills. Designed to promote the study of Linked Learning field, including critical components of this approach to high school transformation, and the growing body of Linked Learning research.
This course will be the exploration of major historical and philosophical paradigms of elementary and secondary education in the United States from which contemporary educational reforms movements, curricula, and instructional practices have emerged.
This course is to provide and introduction and overview of action research methods. The course will be spent learning, practicing, and using action search methods such as: conducting participant observation, interviewing, and analyzing data. Engage in the reading, critique and understanding of action research design and applications.
Advanced study of curriculum design, instructional processes, and student assessment through analysis of theory and research on teaching and learning. Focus on Linked Learning approach to curriculum design and development. The Linked Learning approach integrates rigorous academics that meet college-ready standards with sequenced, high-quality career-technical education, work-based learning, and supports to help student succeed.
Explores a wide range of research methods used in education. Topics include traditions, theories, approaches, and application of qualitative and quantitative research methods.
Examine the key elements and principles associated with the Linked Learning field that are transforming the role of the teacher. Participants will examine the vital roles of teachers in the Linked Learning pathways and how those roles affect not only pathways continuous improvement, but also how they directly affect student achievement in schools where the central commitment is to ensuring student achievement and the outcome that all students are prepared for both college and career.
.Tho course introduces principles and strategies for implementing high-quality, outcomes-driven work-based learning in Linked Learning pathways. Candidates examine current work-based learning models, which one of four core components of the Linked Learning approach.
Information and digital literacies; principles and theories for integrating technologies into learning environment to improve planning, designing and implementing learning experiences; issues of technology planning, collaboration, and assessment; and digital citizenship.
SDSU CES Linked Learning Professional Certificate
Designed to promote study of the Linked Learning field, critical components of this approach to high school transformation, the growing body of Linked Learning research, and the challenges and solutions associated with implemented. Work-Based Learning examines the central role of learning experiences outside of the traditional classroom that prepare all students for both college and career.
The module follows weekly schedule of readings, assignments, and discussions. Participants are expected to examine resources, evaluate ideas and evidence, draw conclusions, and collaborate with other participants and colleagues. The defining characteristics of the Linked Learning approach and quality pathway design are studied and participants apply their new knowledge to prose improvement to their home school and districts.
Work-Based Learning (WBL) is an essential component of the Linked Learning approach. Participants seek to explain why the elements of WBL lead to different and stronger learning outcomes for students, the components of quality WBL, and the necessary systems to make WBL successful in a pathway.
The assignments and discussions ask participants to apply their new knowledge to propose improvements to their own classroom practices, as well as the practices of their home schools and districts.
For the culminating experience of this module, participants complete a project that demonstrates deep understanding of the uses of the graduate profile and student performance outcomes. The culminating project is detailed later in this document.