300

This course focuses on behavioral development during adolescent years, including students’ physiological, cognitive, emotional, and social development and interaction. The course also addresses the teacher’s role in meeting the unique developmental needs of adolescents and identifying students for referral to health and/or social services when necessary. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course examines issues of race, equity, poverty and ability in American school systems. Students will examine their own beliefs and engage in self-assessment, reflection, and goal-setting around their cultural proficiency. Candidates will also have the opportunity to analyze models of equity in the classroom, particularly as they extend to curriculum, instruction and engaging with families. Special attention will be paid to the teacher as social justice advocate as well as how educators can be seen as agents of change within their classrooms, schools and communities. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

Students will demonstrate competency in identifying culturally, linguistically, and individually responsive curricular planning and assessment. Candidates will implement culturally competent teaching strategies and meaningful communication and engagement with families and communities in assessment and goal setting. Students will utilize culturally responsive assessment tools and methods to gain knowledge of children and their familial and social context. NOTE: This course is only open to students in the ECE Competency-Based program. This course covers the following Gateways to Opportunities ECE Credential Competencies: FCR4, FCR5, FCR6, PPD4, CPD1, CPD2, OA1, OA2, & OA3.

This introductory course is designed for preservice teacher candidates to overview basic theories and practices in curriculum and assessment as they relate to early childhood, elementary, and special education. This is an interdisciplinary course that involves perspectives from Elementary, Early Childhood, and Special Education. Teacher candidates will examine how students learn through curriculum and assessment tools as guided by the newest learning standards in literacy, mathematics, science, social emotional learning and arts. This examination includes attention to diverse learners and culturally relevant curriculum and assessment practices. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course introduces students to theoretical and practical issues related to planning educational curriculum, instruction, and assessment. This course will also provide an overview of the different assessment types including, but not limited to: standardized, quantitative, qualitative, formative, summative, and authentic. Students will learn how cultural, social, economic, and language dimensions impact the design of instruction and assessments. Students will identify and analyze current assessment trends that seek to inform best practices in secondary classrooms. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course is designed for early childhood educators to demonstrate competency in applying basic theories and practices in curriculum and assessment in early childhood education. Students will evaluate and select assessment methods and data collection, implement various types of assessment, differentiate instruction for diverse learners, and select appropriate curricular content, aligned to relevant standards. This course is covers the following Gateways to Opportunities ECE Credential Competencies: O&A4, & O&A5, O&A6, CPD6, CPD7, CPD8, CPD9 . NOTE: this course is only open to students in the ECE Competency-Based program.

This course provides students opportunities to develop foundational competencies related to differentiated instructional planning, grouping strategies, instructional assessment, and developmentally appropriate environmental design and management for young children (K-2). NOTE: this course is only open to students in the ECE Competency-Based program.