Teacher Education Course Descriptions

This course provides multiple and single subject teaching credential candidates with an introduction to creating positive and effective, inclusive, instructional environments for all learners, including students with disabilities. This course introduces the candidates to a range of strategies for learning about their students’ background knowledge, experiences, and interests and for identifying their academic, language, and social skill levels. Focused on the use of effective, inclusive teaching practices that enable all students to be successful, the course develops candidates’ ability to plan and implement flexible, standards-based instruction that will enable every student to learn every day. This course includes a study of types of disabilities according to IDEA 2004 and California rules and regulations, and criteria for identification for special education services, as well as an examination of the types of services provided in response to student needs. Candidates examine the population of students included for special education services, the continuum of services available, and different models of service delivery.

Syllabus: EDUC 221M

This class is the first in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).

Syllabus: EDUC 231A

This class is the second in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the public schools at the TK -12 levels.  The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience.  This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).

Syllabus: EDUC 231B

The teacher candidate will continue to maintain a narrative reflective journals of all instruction observed. (6.1-6.4, 6.6) The teacher candidate will demonstrate knowledge and use of the range of curricular materials and resources available at their school. (2.4) Students will explore a variety of positive ways to manage student behavior (1.8, 2.1, 2.6, 2.6) Each student will demonstrate a developing repertoire of effective teaching standards in their specific content teaching area. (1.6, 1.8, 2.1, 2.2 3.4, 5.5) Students will understand their legal and ethical responsibilities as a professional educator. (2.3, 2.4, 6.5, 6.6) Students will understand the value of parents as partners and develop strategies to utilize the skills of parents. (1.2, 2.6, 4.6) Reflect on the moral and ethical core of your teaching practice and on the relationship between your moral/ethical core and your identity and life experiences (TPE 6.1) Collaborate with classmates in professional learning communities (PLCs) to analyze and evaluate the complexities of ethical classroom teaching in culturally and linguistically diverse school settings (TPE 6.3)

Syllabus: EDUC 231C III

This class is the third in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the public schools at the TK -12 levels.  The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience.  This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs). 

Syllabus: EDUC 231D

This practicum course supports Catholic school credential candidates across each quarter of their placement. The course provides guidance in the assumption of full time teaching responsibilities and features regularly scheduled seminars and speakers. Candidates must meet established benchmarks for the development of academic and professional competence to satisfy course requirements and to earn a recommendation for a multiple or single subject teaching credential. Academic and teaching performance equivalent to a B is required to earn a passing grade. Required of all multiple and single subject candidates taking part in the ExCEL program. 

This practicum course supports Catholic school credential candidates across each quarter of their placement. The course provides guidance in the assumption of full time teaching responsibilities and features regularly scheduled seminars and speakers. Candidates must meet established benchmarks for the development of academic and professional competence to satisfy course requirements and to earn a recommendation for a multiple or single subject teaching credential. Academic and teaching performance equivalent to a B is required to earn a passing grade. Required of all multiple and single subject candidates taking part in the ExCEL program. 

This class is the third in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the Catholic schools at the K-12th grade levels. The main focus of the clinical practicum seminar is to support students as they complete their teaching experience. This seminar focuses on the Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom teaching, will provide students the opportunity to discuss instructional strategies and methodologies, as well as challenges and issues in Catholic education.  

This class is the final in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the Catholic schools at the K-12th grade levels. The main focus of the clinical practicum seminar is to support students as they complete their teaching experience. This seminar focuses on the Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom teaching, will provide students the opportunity to discuss instructional strategies and methodologies, as well as challenges and issues in Catholic education.  

EDUC 231i - Summer 2 Ethical Reflective Practicum for Interns I 

Syllabus: Under Construction

EDUC 231i - Fall Ethical Reflective Practicum for Interns II

 Syllabus: Under Construction

EDUC 231i- Winter Ethical Reflective Practicum for Interns III 

EDUC 231i - Ethical Reflective Practicum for Interns IV 

Syllabus: Under Construction

This intensive five-day course orients credential candidates to the MATTC preliminary teaching credential program and to the teaching profession.  Emphasis is placed on providing opportunities for candidates to learn and to practice the inquiry, thinking, and reflection skills that are the foundation for teachers’ ongoing professional development throughout their careers.

Syllabus: EDUC 250

This course is designed to acquaint teacher credential candidates with learning theories, practices, hardware, software applications, and web resources that are useful in integrating technology into the daily practice of TK-12 teachers. The course meets the requirements identified in the technology standard for teacher preparation for the State of California. The guiding philosophy for the course is Constructivism, instantiated in the design of collaborative, project-based learning activities that capitalize on the full potential of educational technologies. Students will be expected to fully engage in classroom exercises, group projects, and small-group and whole-class discussions on the assigned readings.

Syllabus: EDUC 251

The goal of this course is to examine the historical, social, philosophical, and legal foundations of American education. We explore the impact of these various influences on the current state of education, as well as consider the future of education in a diverse society. This course provides an opportunity to reflect on our roles as educators and the manner in which we will work to improve the educational experience for all students.

Syllabus: EDUC 252/277

Drawing on both developmental and educational psychology, this course examines theories and patterns of learning, development, and individual differences as they relate to teaching practices and educational programs. Students apply theories of cognitive, physical, social/emotional and motivation to learning contexts among children and youth.

Syllabus: EDUC 253/278 Syllabus Winter 2024

This course is designed to provide knowledge of the linguistic and cultural aspects of developing English language proficiency. Students develop an understanding of the theory and methods of teaching linguistically diverse learners, including models for designated and integrated English language development as well as sheltering strategies to make content more accessible.

Syllabus: EDUC 257/282

Research data report that the number one reason teachers leave the classroom is because they cannot manage their students.  In fact failure to control the classroom is synonymous with failure as a teacher. This course will explore the importance of establishing a positive structured learning environment by developing a successful classroom management model that is consistent with the California Standards for the Teaching Profession. Topics will include, but not be limited to, the following: motivation, managing time and physical space, and establishing rules and routines

Syllabus: EDUC 258/283

EDUC 259 (Elementary Mathematics  Methods) course is Part 1 of a two-course sequence in elementary mathematics teaching methods. This sequence is designed to provide teacher candidates with a coherent set of experiences for mathematics teaching and learning in elementary schools. Through assigned readings, classroom discussions, content rich mathematics activities, and assignments that require data collection in your field placement, you will be supported as you make sense of how to approach the profession of teaching. Through thinking about ourselves as teachers, examining classroom culture and structure, and conducting clinical interviews on number concepts, we will set the stage for our development as elementary mathematics teachers.

Syllabus: EDUC 259A

EDUC 259 (Elementary Mathematics Methods) course is Part 2 of a two-course sequence in elementary mathematics teaching methods. This sequence is designed to provide teacher candidates with a coherent set of experiences for mathematics teaching and learning in elementary schools. Through assigned readings, classroom discussions, content rich mathematics activities, and assignments that require data collection in your field placement, you will be supported as you make sense of how to approach the profession of teaching. Through examining classroom culture and structure, and evaluating, designing and implementing math lessons, we will set the stage for our development as elementary mathematics teachers.

Please note: We will adhere to the syllabus as much as possible.  However, we are sensitive to the needs of the class, therefore, the syllabus is subject to change.

Syllabus: EDUC 259B

This course enables credential candidates to develop awareness and understanding of current theories and best practices of comprehensive, balanced reading instruction in elementary school settings. Candidates will learn how to adapt instruction to meet the needs of individuals based on their cultural, linguistic, and experiential backgrounds and their specific needs as learners. Focused attention will be given to the nature of reading difficulties and principles of diagnosis and assessment. Content presented in this course prepares candidates for the Reading Instruction Competence Assessment (RICA). This course, required of all multiple subject teaching credential candidates, must be taken concurrently with enrollment in EDUC 266 or a full time teaching position in a Catholic school.

Syllabus: EDUC 261 Fall 2023

A study of language arts teaching strategies, with a focus on teaching writing to students in grades K-8, including English learners and students with special needs. Focused attention is given to techniques for integrating literature and language arts instruction with science and social studies content.

Syllabus: EDUC262 Winter 2024

In this course, multiple subject credential candidates learn how to design, implement, and evaluate standards-based social science lessons and how to integrate content from the California content standards for visual and performing arts, and the California Common Core. The course emphasizes mastery of instructional strategies that create opportunities for all students, including English learners and students with special needs, to read and write about how to use social studies for social justice and how to incorporate the visual and performing arts as ways to express and visually represent meaningful learning. Topics include working with curriculum frameworks and content standards, developing curriculum units, and planning lessons that maximize the learning of all students.

Syllabus: EDUC 263

This course is designed to assist multiple subject credential candidates in developing the skills necessary to design and carry out science, health, and physical education instruction, demonstrations and laboratory experiences for students in elementary and middle school programs. We will build on current research and best practice in order to foster science/health/PE learning in K-8 students. The process of creating content, developing curriculum, and applying standards to generate meaningful lessons are emphasized with an additional area of emphasis being placed on assessment and collaboration. Scientific inquiry, project-based instruction (PBI), Common Core integration, and Next Generation Science Standards (NGSS) will be emphasized along with best practices in the STEM/Health/PE model.

Syllabus: EDUC 264

This course is designed to help future and current teachers of culturally and linguistically diverse elementary school students to (1) understand, develop, and implement a range of effective, practical strategies for assessing and documenting the academic achievement of their students, including English Learners, students with identified/unidentified exceptionalities, and students eligible for free or reduced price lunch (TPEs 1.1, 2.2, 3.5, 4.4, and 5.1-5.8); (2) develop the skills and habits of mind necessary to use assessment results to plan effective instruction for every student (TPEs 3.5, 4.4, and 5.1-5.8); (3) learn how to present and discuss assessment results with other education professionals and with students’ parents (TPEs 1.2, 2.6, 3.2, 4.5, 5.1-5.8).

This course is required of all preliminary multiple subject teaching credential candidates and does not require concurrent enrollment in a clinical practice field placement or a full time teaching position in a Catholic school.

Syllabus: EDUC 265

This class is the first in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the public schools at the TK -12 levels. The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience. This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).

Syllabus: EDUC 230A

This class is the second in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the public schools at the TK -12 levels.  The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience.  This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).

Syllabus: EDUC 230B

This class is the third in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the public schools at the TK -12 levels.  The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience.  This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).

Syllabus: EDUC 230C

This class is the third in a series of four field experience courses designed to introduce teacher credential candidates to curriculum, instruction and classroom practices in the public schools at the TK -12 levels.  The main focus of the clinical practicum seminar is supporting students as they complete their student teaching experience.  This seminar will focus on the six Teacher Performance Expectations (TPEs) as indicated in the course objectives. The seminar, in combination with classroom observations, will provide students the opportunity to discuss instructional strategies and methodologies, as well as problems and issues in public education. It will also provide classroom-based support while students complete the Teacher Performance Assessments (TPAs).

Syllabus: EDUC 230D

This intensive five-day course orients credential candidates to the MATTC preliminary teaching credential program and to the teaching profession.  Emphasis is placed on providing opportunities for candidates to learn and to practice the inquiry, thinking, and reflection skills that are the foundation for teachers’ ongoing professional development throughout their careers. 

Syllabus: EDUC 275

This course is designed to acquaint teacher credential candidates with learning theories, practices, hardware, software applications, and web resources that are useful in integrating technology into the daily practice of TK-12 teachers. The course meets the requirements identified in the technology standard for teacher preparation for the State of California. The guiding philosophy for the course is Constructivism, instantiated in the design of collaborative, project-based learning activities that capitalize on the full potential of educational technologies. Students will be expected to fully engage in classroom exercises, group projects, and small-group and whole-class discussions on the assigned readings.

Syllabus: EDUC 276

The goal of this course is to examine the historical, social, philosophical, and legal foundations of American education. We explore the impact of these various influences on the current state of education, as well as consider the future of education in a diverse society. This course provides an opportunity to reflect on our roles as educators and the manner in which we will work to improve the educational experience for all students.

Syllabus: EDUC 277

Drawing on both developmental and educational psychology, this course examines theories and patterns of learning, development, and individual differences as they relate to teaching practices and educational programs. Students apply theories of cognitive, physical, social/emotional and motivation to learning contexts among children and youth.

Syllabus: EDUC 278

This course is designed to provide knowledge of the linguistic and cultural aspects of developing English language proficiency. Students develop an understanding of the theory and methods of teaching linguistically diverse learners, including models for designated and integrated English language development as well as sheltering strategies to make content more accessible. 

Syllabus: EDUC 282

Research data report that the number one reason teachers leave the classroom is because they cannot manage their students.  In fact failure to control the classroom is synonymous with failure as a teacher. This course will explore the importance of establishing a positive structured learning environment by developing a successful classroom management model that is consistent with the California Standards for the Teaching Profession. Topics will include, but not be limited to, the following: motivation, managing time and physical space, and establishing rules and routines. 

Syllabus: EDUC 283

EDUC 285 and EDUC 286 are designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach their specific academic subject, Secondary English/World Lang. Methods, effectively to all students. Special attention is paid to developing candidates’ ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all students equitable access to curriculum content. All single subject credential candidates are required to take the EDUC 285 Methods I and EDUC 286 Methods II blocks in the content area aligned with the credential they are seeking.

Syllabus: EDUC 285A

EDUC 285A and EDUC 285B are designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach their specific academic subject, Secondary English/World Lang. Methods, effectively to all students. Special attention is paid to developing candidates’ ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all students equitable access to curriculum content. All single subject credential candidates are required to take the EDUC 285A Methods I and EDUC 285B Methods II blocks in the content area aligned with the credential they are seeking.

Syllabus: EDUC 285B

This course is designed to further enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach World Languages to all students. Special attention is paid to developing candidates’ ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all students equitable access to World Languages curriculum. All single subject credential candidates are required to take the Methods I and Methods II block in World languages. The course requires concurrent enrollment in EDUC 231C or employment as a full-time teacher in a Private school.

Syllabus: EDUC 286A

This course is designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach World Languages to all students. Special attention is paid to developing candidates’ ability to utilize standards and instructional strategies to plan, deliver and reflect upon instruction that supports language development. The course also probes the role of cultural and content understanding in the development of instruction. All single subject credential candidates are required to take the Methods I and Methods II block in World languages. The course requires concurrent enrollment in EDUC 231B or employment as a full-time teacher in a Private school.

Syllabus:  

EDUC 287 (Secondary Math Methods I) course is Part 1 of a two-course sequence in secondary mathematics teaching methods. This sequence is designed to provide teacher candidates with a coherent set of experiences for mathematics teaching and learning in secondary schools. Through assigned readings, classroom discussions, content rich mathematics activities, and assignments that require data collection in your field placement, you will be supported as you make sense of how to approach the profession of teaching. Through thinking about ourselves as teachers, examining classroom culture and structures, facilitating mathematical discussions, and assessing student work, we will set the stage for our development as secondary mathematics teachers.

Syllabus: EDUC 287A

EDUC 288 (Secondary Math Methods II) course is Part 2 of a two-course sequence in secondary mathematics teaching methods. This sequence is designed to provide teacher candidates with a coherent set of experiences for mathematics teaching and learning in secondary schools. Through assigned readings, classroom discussions, content rich mathematics activities, and assignments that require data collection in your field placement, you will be supported as you make sense of how to approach the profession of teaching. Through thinking about ourselves as teachers, examining classroom culture and structures, facilitating mathematical discussions, and assessing student work, we will set the stage for our development as secondary mathematics teachers.

Syllabus: EDUC 287B

This course introduces the instructional design techniques and strategies for developing effective programs of study for secondary science students. In addition, the course is designed for engagement with the current issues, challenges, and opportunities associated with science teaching and learning at the secondary level, with particular emphasis on the assurance that all students have opportunities to learn the core ideas, practices, and crosscutting concepts (as outlined in state and national standards documents), while leveraging students’ interests, prior knowledge, and lived experiences. Various course activities are designed to explore the following: 1) the relationship between content-specific lesson planning, enactment, and reflection; 2) what it means to teach three-dimensional science content that is aligned to the Next Generation Science Standards and reflects what the profession currently understands about the learning of scientific concepts; 3) rethinking procedural laboratory and textbook activities; and 4) methodologies to foster and maintain a positive scientific classroom climate that incorporates all aspects of science proficiency.

Syllabus: EDUC 288A

This course continues the work undertaken in EDUC 288A (Secondary Science Methods I) to develop and refine instructional design techniques and strategies for implementing effective programs of study for secondary science students. This course includes a focus on planning an instructional sequence and assessments within a 5-E paradigm for science teaching. In addition, the course will maintain focus on increasing your familiarity with the basics of project-based instruction (PBI); and the Next Generation Science Standards (NGSS) and how these relate to planning lessons and assessments. In addition, the course will continue our engagement with the current issues, challenges, and opportunities associated with science teaching and learning at the secondary level, with particular emphasis on the assurance that all students have opportunities to learn the core ideas, practices, and crosscutting concepts (as outlined in state and national standards documents), while leveraging students’ interests, prior knowledge, and lived experiences. Various course activities will continue to explore the following: 1) the relationship between content-specific lesson planning, enactment, and reflection; 2) what it means to teach three-dimensional science content that is aligned to the Next Generation Science Standards and reflects what the profession currently understands about the learning of scientific concepts; 3) rethinking procedural laboratory and textbook activities; and 4) methodologies to foster and maintain a positive scientific classroom climate that incorporates all aspects of science proficiency. Lastly, this course explores resources available to the science teaching community, including inquiry-based materials for teaching secondary science content for student understanding.

Syllabus: EDUC 288B

This course is designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach their specific academic subject effectively to all students. Special attention is paid to developing candidates’ ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all students equitable access to curriculum content. All single subject credential candidates are required to take the Methods I and Methods II block in the content area aligned with the credential they are seeking. Single subject credential candidates in art and music should enroll in the social sciences methods course block. 

Syllabus: EDUC 289A

This course is designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach their specific academic subject effectively to all students. Special attention is paid to developing candidates’ ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all students equitable access to curriculum content. All single subject credential candidates are required to take the Methods I and Methods II block in the content area aligned with the credential they are seeking. Single subject credential candidates in art and music should enroll in the social sciences methods course block.

EDUC294 Adolescent Literacy Development presents research-based principles for effective literacy instruction in secondary school settings. Students will explore theories, major trends, and principles in the field of literacy that render effective instruction for particular purposes and reflective of students’ needs and strengths.  Attention will be given to what, why, when, and how specific components of literacy are taught to promote communicative, reading, and writing competence in linguistically diverse classrooms and for individuals within a broad range of experiential and ability levels.

Syllabus: EDUC 294A

This first course of the two-course sequence presents research-based principles for effective literacy instruction to support content area learning in secondary school. Students acquire models for integrating reading and academic talk into content area instruction. Attention is given to supporting the literacy and content area learning of English Learners and students with a broad range of experiential and ability levels.

Syllabus: 

This course is designed to help you understand, integrate, and skillfully apply the principles of assessment. You will be taught how to develop assessments that align well you’re your lesson objectives and provide information about what your students have learned. Overall, this course will help you to understand the principles of assessments, construct valid assessments of student learning, recognize the strengths and limitations of various assessment types, and learn about the legal and ethical implications in the use of assessment data. At the end of this course, you will be able to develop, administer, and score a range of sound formative and summative assessments that will help all your students learn.

Syllabus: EDUC 296

This course is continues discussions about bilingual methods and foundations as well as begins to provide insights into the Latinx language practices and culture. In-Service Bilingual Teacher candidates gather information about the role and place of both languages at their school site, gather evidence as to the cultural and historical context of the Latinx community that they serve as well as sharpen their bilingual methodologies.

Syllabus: EDUC 246 

This course is designed to enable students to develop an awareness and understanding of the traditions, roles, status, and communication patterns of Latinx as practiced in the United States and their country of origin. Students will acquire skills to discern patterns of cultural relationships among Latinx in the US and CA. Students will also acquire understandings of the historical, political, economic, religious, and educational factors that impact the acculturation of Latinx in the US and CA. An emphasis will be to view Latinx countries’ of origin various factors (demographic, language use, immigration patterns) and how these impact settlement in CA.

Syllabus: EDUC 247B

This course is designed to enable students to develop an awareness and understanding of foundational issues of Bilingual Education and bilingualism. Students learn about the legal and legislative foundations of bilingual education in the United States. Histories and policies that have shaped bilingual education in the US is also a focus of the course. Students learn to apply knowledge of cognitive effects of bilingualism and biliteracy to instructional plans. Tenets of bilingualism are reviewed, including the Common Underlying Proficiency construct to understand transferability of skills, understandings and strategies from primary to target language. Students develop skills to promote authentic parent participation to ensure parents are viewed as a critical resource toward ensuring strong bilingualism and biliteracy development.

Syllabus: EDUC 248B 

This course focuses on the methodology of instructing students in Spanish and English in K-12 settings. The course addresses issues related to content scaffolding, biliteracy development and assessment of emergent bilinguals. Focused attention is given to first and second language development, including the interrelationship among reading, writing speaking and talking and the linguistic structure of both the English and Spanish language. Students also develop an understanding of the historical policies, program type and understanding of the diverse types of bilingual programs in the US. This course is required of all Bilingual MATTC candidates and must be taken concurrently with enrollment in EDUC 266b or a full time teaching position in a bilingual Catholic school. (3 units)

Syllabus: EDUC 249B