SCHOOL OF EDUCATION

James G. Brown, Ph. D., Dean
John Brady, Ph. D.
Penny Bryan, Ph. D.
Don Cardinal, Ph. D.
Anaida Colon-Muniz, Ed. D.
Rosemary Fahey, Ed. D.
Dolores Gaunty-Porter, Ph. D.
Michael Hass, Ph. D.
Dawn Hunter, Ph. D.
Gerard Klimbal, Ed. D.
Mel Lopez, Ph. D.
Judy Montgomery, Ph. D.
Jan Osborn, M. A.
Jeff Sapp, Ed. D.
Suzanne SooHoo, Ph. D.
Barbara Tye, Ed. D.

Public School Credential Programs

Chapman University has been approved by the California Commission on Teacher Credentialing (CTC) to offer the following credentials: Single Subject; Multiple Subject with CLAD/ BCLAD emphasis; Professional Clear; Special Education (Mild/ Moderate and Moderate/ Severe) with CLAD emphasis; Dual Multiple Subject or Single Subject with Special Education; and Professional Administrative Services; Pupil Personnel Services with specialization in School Counseling or School Psychology. The School of Education offers a CLAD specialization certification program, designed to prepare individuals to work with limited-English-proficient (LEP) students.

Teacher Credential Program

A California Multiple Subject, Single Subject, or Special Education teaching credential requires both proof of subject matter competence and completion of an approved credential program. Students seeking to obtain any one or more of the teaching credentials must make formal application and be admitted to teacher credential program before beginning course work. *Students admitted to credential programs are not automatically admitted to master's degree programs.

Students interested in completing a master's degree program must submit an application and meet all criteria for admission.

Requirements for Admission
1. Have a baccalaureate degree from a regionally accredited institution.
2. Possess a grade point average of 2.75 calculated over the most recent 60 semester (or 90 quarter) credits completed; this may include an average of up to 15 graded semester (22.5 quarter) credits of graduate level course work that are applicable to a graduate degree program at an institution other than Chapman. The graduate level course work must have been completed prior to consideration for admission to Chapman.

Applicants to the Single Subject Credential must also have a cumulative grade point average of 2.75 in their major field to be admitted. B. Make formal application, complete an intake interview, submit all required documents and be accepted into the credential program before enrolling in any education course (other than Educ 401 , 292/ 495 and either 570 or 571). Applicants whose GPA is between 2.50 and 2.74 may not enroll in any course work prior to successful completion of an admission examination.

7. If credential courses other than clear credential prerequisites or courses have been taken within the last seven years at another institution, a letter attesting to the candidate's good standing must be received from that institution prior to admission to the School of Education.

California Basic Education Skills Test (CBEST)

A passing score on the CBEST is a prerequisite for full admission to all credential programs and for enrollment in any 500-level course other than Educ 570 or 571. Students should submit a copy of their

CBEST scores to the School of Education. The CBEST is given six times a year. The purpose of the test is to assure that teachers are competent in reading, writing and mathematics. Copies of the CBEST Bulletin are available in the School of Education or at Academic Center offices.

Subject Matter Competence

All candidates who have not completed an approved subject matter preparation program must pass the appropriate examination (MSAT or SSAT/ PRAXIS) and any other required examinations. These examinations, with passing scores, must be on file in the education office or Academic Center office by the deadline for application to directed teaching.

General Requirements Residency: Candidates entering the Single Subject credential program from another institution will be expected to complete nine semester credits of education course work in residence at Chapman University prior to directed teaching (12 credits of residency are required for the CLAD/ BCLAD programs). Two-thirds of these residency credits must be in the Preliminary Teacher credential program. Candidates entering the Level I Special Education credential program will be required to complete a minimum of twothirds of their course work at Chapman University, but never less than 24 credits, plus Directed Teaching, for any single Level I Special Education program. Course work older than seven years will not be accepted.

Students entering all other credential programs will be required to complete a minimum of of their credential course work at Chapman. Teacher preparation course work taken at other institutions will not be automatically transferable to Chapman. Special circumstances may be petitioned.

Scholarship: For grading policy please refer to the Academic Policies and Procedures section of this catalog. A grade of B-or higher is required for Educ 401 . Students in all education programs are expected to maintain A and B grades. A grade of C+ or less is considered unacceptable and may result in dismissal from a program.

A student receiving a grade of C+ or less in a course required for a preliminary credential will be placed on academic probation. The terms of probation will require the student retake the course when offered and receive a grade of B-or higher. In addition, the probationary student may enroll in a maximum of 3 additional credits only until the specified course is retaken. An advisor from the School of Education will monitor the progress of the student.

A student will be dismissed from the program who:

1. receives a second grade of C+ or below.

2. earns a grade below B-in Educ 401 . A passing grade in Directed

Teaching is defined as a grade of B or better.

3. receives a grade of D+ or below.

U. S. Constitution Competency

All credential candidates must complete an approved course with a grade of C or better covering the U. S. Constitution or pass a college level exam in this area. (Posc 102 meets this requirement).

Candidate Dismissal

According to CTC regulations, the institution has an obligation to public schools to dismiss candidates who are unsuited to be teachers. The institution reviews each candidate's competence throughout the program, informs candidates of their strengths and weaknesses, provides opportunities for corrective learning, places marginal candidates on probation, dismisses candidates who are determined to be unsuited as teachers, and considers candidate appeals.

Students are continuously screened for competence in written and oral communication skills as well as attitude during the program.

Professional Administrative Services Credential( Tier II)

The Tier II program is for practicing educational leaders. It is intellectually rigorous, theoretically current, and authentically grounded in practice and change. (Orange, Concord, and Santa Maria campuses only.)

General Requirements

1. Candidates must meet all requirements for general admission to the School of Education, including GPA.

2. Tier I Credential, Letter of Eligibility, or equivalent

3. Successful Intake and Exit Interviews

4. Full-time position as an administrator

required core courses (or approved equivalents)

Educ 700 Critical Inquiry 3

Educ 701 Mentoring and Support of Candidate 2

Educ 705 A Moral and Ethical Leadership 1

Educ 705 B Moral and Ethical Leadership 1

Educ 705 C Moral and Ethical Leadership 1

Educ 712 Educational Change 3

Educ 717 Organization, Culture and Community 3 Educ 719 Vision and Learning 3

Educ 720 Assessment and Performance of Candidate 2-4

elective credits Eight additional credits of electives or 120 hours of approved non-university credit for ACSA, CSLA, etc., as part of an approved plan.

total credits 27-29 Tier I and II candidates transferring in credits from other institutions will be required to complete a minimum of 9 semester credits in residence at Chapman University.

Student Appeal Process

Each student has the right of academic appeal. Appeal should first be made to the coordinator of the appropriate credential program. Further appeal may be made to the Dean of the School of Education, and then to the appropriate committee. There is no appeal beyond the Dean of Graduate Studies.

Graduate Courses


Cnsl 500 Introduction to Counseling and Interpersonal Relations: Concepts and Skills
This course provides an introduction and overview of basic counseling and interpersonal relations skills concepts. While several different theories will be discussed, this course will focus on the development of basic solution-building skills needed by individuals working in a variety of counseling, educational, and professional settings. Laboratory experiences will seek to improve the student’s understanding of and ability to use these skills in professional settings. Also covered will be professional and ethical issues germane to students in various disciplines. 3 credits.

Csp 510 Introduction to the Ethical Practice of School Psychology
Prerequisites, acceptance into the graduate program in school psychology and approval of the program coordinator. This is the introductory course to the graduate program in school psychology at Chapman University. It introduces students to the roles school psychologists play in public schools, ethical and legal guidelines that shape the profession, and emergent practices in assessment, crisis intervention, personal/social counseling, behavior management, consultation, and systems change. 3 credits.  

Csp 511 Introduction to the Ethical Practice of School Counseling
Prerequisites, acceptance into the graduate program in School Counseling and approval of the program coordinator. This is the introductory course to the graduate program in school counseling at Chapman University. It introduces students to the roles counselors play in the public schools, the ethical and legal guidelines that shape the profession, and emergent practices in individual and group assessment, academic advisement, career counseling, crisis intervention, personal/social counseling, consultation, and systems change. 3 credits.  

Csp 512 Advanced Counseling and Intervention
Prerequisites, an introductory course in counseling theory such as Psych 450 or Cnsl 500 and acceptance into the graduate program in Counseling or School Psychology. This course focuses on a time-limited or brief approach to counseling and intervention with children and adolescents. Major units of study include skills for establishing rapport and empathy, collaboratively establishing goals, evaluating progress in counseling, crisis intervention, drug and alcohol problems, and use of art and play techniques with children. Emphasis is placed on using these skills with children and youth of various age levels and in multicultural settings. 3 credits.  

Csp 513 Group Leadership and Intervention
Prerequisites, acceptance into the graduate program in Counseling or School Psychology and successful completion of Csp 512 or permission of the program coordinator. This course emphasizes theories and methods of group leadership and intervention with children and parents. Major units of study include: the history of group approaches to counseling and intervention; theories of group process and group interventions with children and parents; legal and ethical guidelines of group interventions; group leadership skills; developmentally and culturally appropriate group interventions; crisis intervention; group interventions for drug and alcohol abuse; and group approaches to parent consultation and education. Emphasis is placed on using these skills with children and youth of various age levels and in multicultural settings. Student will be expected to gain sufficient field experience to design, implement, and evaluate a group intervention with children, youth or parents in a school or agency setting. 3 credits.  

Csp 514 Counseling and Intervention in Multicultural Settings
Prerequisites, Csp 510 or 511, and Csp 512 or permission of the program coordinator. This course focuses upon the unique challenges diversity brings to the provision of counseling and psychological services to children, youths, and parents. Students will learn the history, culture, and expectations of various ethnic and cultural groups and develop the cross cultural communication skills necessary to effectively work with families of varying cultural and socioeconomic backgrounds. Students will also explore how issues such as immigration, poverty, sexism, and racism affect counseling practices and the development of effective interventions. 3 credits.  

Csp 515 Practicum in Counseling and Intervention
Prerequisites, successful completion of Csp 511 and 512 and approval of the program coordinator. This course provides opportunities for counseling students to practice intervention skills under close supervision. Students will apply the knowledge and techniques learned in previous course work to the resolution of individual, group, and systems level problems. A minimum of 80 hours of fieldwork in an approved public school or agency setting is required. 3 credits.  

Csp 516 Children and Youth in Developmental Context
(Replaces Psy 508) This course examines the processes of individual development in the context of family, school and culture. Students will review major theories of developmental psychology and learn effective assessment and intervention skills for disturbances and disorders of childhood and adolescence. 3 units.  

Csp 535 Practicum in School Psychology
Prerequisites, successful completion of Csp 510, Csp 512, Educ 601, Educ 602, Csp 637, Csp 638 and approval of the program coordinator. This course provides opportunities for school psychology students to practice counseling, assessment, and other intervention skills under close supervision. Students will apply knowledge and techniques learned in previous course work to the resolution of individual, group, and systems level problems. A minimum of 80 hours of fieldwork in an approved public school or agency setting is required. 3 credits.  

Csp 616 Program Evaluation and Systems Change
Prerequisites, successful completion of Csp 510 or Csp 511 and approval of the program coordinator. This course will focus on the designing, implementing, coordinating, and evaluating effective counseling and psychological services programs. Topics include: principles of collaboration and team work; facilitating teams of pupil, teacher, administrators, parents, and community members to meet pupil needs; program development and evaluation; and enhancing organizational climate and staff morale though consultation and inservice education.
3 credits.  

Csp 617 Transition to Work and Career
Prerequisites, successful completion of Csp 511 or approval of the program coordinator. This course focuses upon the process of career choice, including the skills of decision making, goal setting, vocational assessment, career information, and career education programs. Students will learn school-to-career systems appropriate for all students, including those with disabilities. 3 credits.  

Csp 618 Best Practices in Counseling
Prerequisites, students must be enrolled in the last semester or term of the program and have permission of the program coordinator. Students will review the knowledge, skills, and standards of the graduate program in counseling in final preparation for their employment as professional counselors. Students will prepare for the Comprehensive Examination, complete their program portfolios, and develop a systems change project as part of this course. 3 credits.  

Csp 620 and 621 Internship in Counseling I and II
Prerequisites, a record of a passing score on the CBEST, Internship Credential, completion of all program prerequisites, completion of 18 program units including Csp 511, 512, Educ 601, Educ 602, and Csp 515, and approval of internship site by program coordinator or advisor. Emphasis is on supervised fieldwork experiences leading to competencies in the following areas: Educational assessment; personal and social counseling; academic and career counseling; program development; program coordination, supervision, consultation; and laws and ethics pertinent to the profession of counseling. In addition to the required field experience, students participate in fifteen hours of on-campus group supervision each semester. By the completion of Csp 620 and 621 students are expected to gain a total of 600 hours of experience. An approved and experienced supervisor must supervise all hours. Graded on a Pass/No Pass basis. 3 credits each course.  

Csp 622 , 623, 624, and 625 Internship in School Psychology I, II, III, and IV
Prerequisites, a record of a passing score on the CBEST, Internship Credential, completion of all program prerequisites, completion of 30 program units including Csp 510, 512, 637, 638, Educ 601, Educ 602, and Csp 535, and approval of internship site by program coordinator or advisor. Supervised fieldwork in school psychology. Emphasis is on fieldwork experiences leading to competencies in assessment for intervention, counseling, behavior management, consultation, and systems change. In addition to the required field experience, students are expected to participate in fifteen hours of on-campus group supervision each semester. By the completion of Csp 622, 623, 624, and 625 students are expected to gain a total of 1,200 hours of experience. This may be done on a full-time basis over the course of one academic year, or on a part time basis over the period of two consecutive academic years. Graded on a Pass/No Pass basis. 3 credits each course.  

Csp 637 Psychoeducational Assessment for Intervention I
Prerequisites, Csp 510, Educ 600, Educ 601, and approval of the program coordinator. This course will introduce students to a cross-battery model of assessment and laws and ethics related to assessment and psychoeducational testing. The focus of the course is on current best practices in the use of both standardized tests and non-standardized assessment methods such as interview and observation to assess children and youth. Emphasis is placed on using the systematic interpretation of assessment results to develop academic and behavioral interventions. Students will practice administering standardized tests, conducting interviews and observations, and presenting assessment results to parents and teachers. Application of these skills in multicultural settings will be accentuated. 3 credits.

Csp 638 Psychoeducational Assessment for Intervention II
Prerequisites, Csp 637 and approval of the program coordinator. This course builds on the skills and knowledge obtained in Csp 637. The focus of this course is on gathering comprehensive assessment data and using this data to develop academic and behavioral interventions for children and youth with school related problems. Application of these skills in multicultural settings will be emphasized. Students will practice developing accurate referral questions, combining data from a variety of sources to arrive at fair and accurate conclusions, developing effective intervention strategies, and preparing written reports of assessment findings. 3 credits.  

Csp 639 Advanced Positive Behavioral Supports (Replaces Cnsl 677)
Prerequisites, Educ 602 and approval of the program coordinator. The purpose of this course is to provide students with the knowledge and skills to (a) identify and assess problem behavior in school settings, (b) design and implement behavioral interventions, including physiological and pharmacological variables, (c) design and implement comprehensive behavior support plans, (d) monitor and evaluate implementation of behavior support plans, and (e) apply behavioral procedures on a school-wide basis. Students will learn to develop both systems level and individual behavioral intervention plans for person with serious behavioral problems. 3 credits.

Csp 640 Consultation and Indirect Intervention
Prerequisites, concurrent enrollment in Csp 620-625, and approval of the program coordinator. This course introduces students to collaborative models of individual and team consultation. The emphasis of this course is major study units include learning to work with individuals and groups to identify problems, design interventions, and monitor their effectiveness, facilitating collaborative problem-solving teams, and conducting educational programs for parents and school staff. 3 credits.  

Csp 641 Best Practices in School Psychology
Prerequisites, students must be enrolled in the last semester or term of the program and have permission of the program coordinator. Students will review the knowledge, skills, and standards of the graduate program in School Psychology in final preparation for their employment as School Psychologists. Students will prepare for the Comprehensive Examination, complete their Program Portfolios, and develop a systems change project as part of this course. 3 credits.  

Educ 401 Foundations of Education
Prerequisite, 2.75 GPA or equivalent. Historical, philosophical, psychological and sociological perspectives form the context within which prospective teachers are encouraged to view their own decisions to enter the education profession. Students explore the field of education and its suitability as a personal career choice. Students also develop competency in the areas of small-group dynamics and professional self-awareness. 3 credits.  

Educ 435 Education Workshop Series
Established to meet specialized purposes. Principally for persons engaged in teaching. Not more than an aggregate total of six credits in Educ 435 or 635 may be applied toward the master’s degree.  

Educ 440 Observation and Directed Teaching of
Exceptional Children Prerequisites, appropriate methods course in teaching students with disabilities and approval of the program coordinator. Supervised observation and participation and at least 90 clock hours of actual classroom teaching in the area of the applicant’s specialization in exceptionality. 6 credits.  

Educ 495 Education Field Experience
An introductory exploration of public schools integrating field experience in the classroom with two seminar class sessions. Each unit of credit equals 30 hours of field experience. Must be completed in first semester/term of course work in School of Education. (Same as Eng 466.) (Offered every semester/term.) Graded on a Pass/No Pass basis. 1­3 credits.  

Educ 499 /599 Individual Study
Prerequisites, consent of dean of the School of Education and approval of petition. An opportunity for specialized study in an area of concern to the student and a certain amount of flexibility in programming for superior students. Not intended as a substitute for an established course. 1­3 credits.  

Educ 500 Literacy and Learning in the 21st Century: Elementary Reading
Prerequisite, Educ 401. Students explore a socio-psycholinguistic understanding of literacy, meaning-centered instruction, the demands of functional literacy, children’s literature, and the needs of multicultural learners. 20 hours of tutoring are required in addition to class. (Bilingual emphasis offered Orange and Ontario campuses only). 3 credits.  

Educ 501 Language, Literacy, and Learning in the 21st Century: Embracing Diversity in our Schools and in our Culture
Prerequisite, acceptance into the M.S./CLAD or M.S./BCLAD credential program, and Educ 492 and 401 or concurrent enrollment. Students explore current theories on language acquisition and the practical applications of theoretical knowledge. Students also focus on issues involved in first and second language acquisition and literacy development from a socio-psycholinguistic point of view, including socio-cultural and political factors. A minimum of 15 hours of authentic experiences in the field will be required. 3 credits.  

Educ 507 Teaching and Learning in the Elementary Classroom I (Math and Science)
This course covers models of teaching, multidisciplinary curriculum development, classroom management, and authentic assessment with special emphasis on math and science. School observation is required. (Offered in Arizona only.) 3 credits.  

Educ 508 Teaching and Learning in the Elementary Classroom II (Language Arts and Social Studies)
This course covers models of teaching, multidisciplinary curriculum development, classroom management and authentic assessment with special emphasis in language arts and social studies. Special study of moral development and pluralistic classrooms. (Offered in Arizona only.) 3 credits.  

Educ 519 Strategies for Teaching Students with Mild/Moderate Disabilities
Prerequisites, Educ 401, 570, 571. Education of children, youth and young adults with mild/moderate disabilities provides a knowledge base and introduces skills necessary for the teacher in contemporary educational environments to assess, plan for, instruct and evaluate students with mild/moderate disabilities. A minimum of 25 hours of authentic field experience is required for this course. 3 credits.  

Educ 520 Teaching Strategies, Middle Level
Prerequisites, Educ 401, 492. Students receive a foundation in middle schooling which includes principles of middle-level education, instructional strategies appropriate for the early adolescent, classroom management, evaluation, understanding developmental needs of the 11­14 age group, small group tasks, individual projects, observation in a junior high or middle school, one mini-lesson, and professional portfolios. 3 credits.  

Educ 521 Teaching Strategies, High School Level
Prerequisites, Educ 401, 492. Students learn the historical background of American secondary schools, characteristics of and teaching the 12­18 age group, organizational alternatives, classroom management, the teacher-advisor role, current trends and issues in secondary education, role plays, simulations, micro-teaching activities, and professional portfolios. 3 credits.  

Educ 522 Secondary Teaching Strategies II
Prerequisites, Educ 401, 492. The second teaching strategies course covers classroom environment, the characteristics of students, daily lesson plans, models of teaching, working with parents, test construction, evaluation of teachers, role plays, simulations, small group tasks, one classroom observation day, one demonstration lesson, and professional portfolio. 3 credits.  

Educ 526 Theories in Language Development
Students explore current theories on language acquisition. Students also focus on issues involved in first and second language development, socio-cultural and political factors affecting first and second language development, and comparative/contrastive linguistics and its influence on second language acquisition. This course provides an overview of state designated assessment instruments and educational program placement options. Required for CLAD certificate. (Domain 1) 3 credits.  

Educ 527 Language Development: A Teaching and Learning Process
Prerequisite, Educ 526 or equivalent. Students examine bilingual methodologies through focusing on the practical aspects of teaching, organizing, and managing the English Language Development (ELD) classroom. It provides opportunities for students to observe demonstrations, practice and receive feedback. Students become familiar with state-adopted textbooks and other instructional materials appropriate for language learning. Required course for CLAD certificate. (Domain 2) 3 credits.  

Educ 528 Content-based Instruction for Linguistic Minority Students: Sheltered English
Prerequisites, Educ 526 or equivalent. Students examine current approaches and strategies appropriate for content area instruction through specially designed academic instruction delivered in English (sheltered English). The course work includes: learning/teaching processes, social interactions, teacher delivery approaches, and alternative assessment. Development of lessons is required of each student, including lesson presentations. Required course for CLAD certificate. (Domain 2) 3 credits.
 
Educ 531 Health Education for Teachers
A course for teachers which identifies and explores modern concepts of health education in the schools. Current health issues, common health problems in children and adolescents, good nutritional health habits, and the dynamics and effects of chemical use and abuse are emphasized. Meets the Professional Clear credential requirements for health education. 3 credits.   Note: All candidates for the Professional Clear Multiple or Single Subject credential must also complete CPR training and provide proof of CPR certification to the Credentials Office on the Orange campus.
Educ 531 does not include CPR training.  

Educ 532 Literacy across the Curriculum in the 21st Century: Secondary School and Community College
Students study the literacy processes and their relationship to the secondary school/community college curricula, study strategies, reading/writing strategies in the content areas, fiction and non-fiction literature. Twenty hours of tutoring are required in addition to class. 3 credits.

Educ 537 Literacy in Multicultural Settings
Considering the multicultural and multilingual nature of California’s population, students prepare to educate culturally and linguistically diverse youth by exploring ways to make literacy education meaningful for all. Students examine the differences among people that affect language and literacy learning: ethnic, cultural, gender, linguistic, and socio-economic. 3 credits.  

Educ 540 , 541 Teaching and Learning in the Culturally Diverse Classroom
Prerequisite for 541: 540 and 501. This six-credit course, taught in sequence over two semesters/terms, is about understanding and experiencing constructivism, language acquisition, models of teaching, interdisciplinary curriculum development, theme cycles, authentic assessment, and classroom community building. A minimum of 15 hours of field experience is required for each class. Bilingual (Spanish) emphasis offered at the Orange campuse only. 6 credits.  

Educ 551 Educational Applications of Computers
An overview of the range of educational applications of computer technology including: computer literacy, computer-assisted instruction, telecommunications, electronic gradebooks, problem solving, teacher utilities, networked learning environments, simulations, word-processing, computer-managed instruction, test construction, computer maintenance, the electronic scholar, lesson authoring, schools of the future. Meets the Professional Clear requirements for classroom application of computers. 3 credits.  

Educ 552 Using Technological Tools in Teaching
This course builds on knowledge and skills acquired in its prerequisite, taking students deeper into the world of technology and its applications to teaching and learning. The primary focus of the course is on becoming comfortable with using a wide variety of equipment including ‹ in addition to the advanced use of computers ‹ film and digital cameras, laser disks, scanners, multimedia authoring, interactive video, teleconferencing, beginning computer graphics, and animation as related to in-computer editing, special effects and video production. Some exposure to the use of assistive devices for students with disabilities will also be included. 3 credits.  

Educ 553 Curriculum, Leadership and Instructional Technology
The course will focus on (a) the development of curriculum plans utilizing a broad range of technological tools in the teaching/learning process with traditional, at-risk and special education students, and (b) acquisition of the skills and knowledge necessary to provide leadership in the area of instructional technology to the school site and/or school district. 3 credits.  

Educ 554 Socioeducational Implications of Technology for the 21st Century
The final course in the Instructional Technology emphasis will pull everything together and consider the implications of technology use in the teaching-learning context. Normative questions such as the following will be debated: How techno-literate should teachers be? What is the appropriate mix of human and technological interaction for K-12 learners? Can some of the unanticipated consequences of high technology use be identified? Are there ethical concerns to be addressed, and if so, what are they? 3 credits.  

Educ 560 Teaching Students with Moderate/Severe Disabilities
Prerequisites, Educ 401, 570, 571. Education of children, youth and young adults with moderate/severe disabilities provides a knowledge base and introduces the skills necessary for the teacher in contemporary educational environments to assess, plan for, instruct and evaluate students with moderate/severe disabilities. A minimum of 25 hours of authentic field experience is required for this course. 3 credits.  

Educ 569 Psychology and Education of Exceptional Children
This course will explore the characteristics, needs and instructional implications for teaching all types of exceptional children, including children who are gifted as well as those with communication, physical, and/or learning handicaps. For Arizona students only. 3 credits.  

Educ 570 Voice, Diversity, Equity and Social Justice
Students focus on the disenfranchised of California’s schools, including women, people with disabilities, nonwhite children, and the poor, with particular emphasis on the unique challenges such diversity brings to the classroom. The history, culture and expectations of these groups as they apply to teaching is emphasized. Domain 3 for CLAD certificate program required for MS/SS and Special Education credentials. A minimum of 15 hours of field experience are required. 3 credits.  

Educ 571 Collaboration for Inclusive Schooling
Prerequisites, possession of a credential or acceptance into a credential or master’s program. Students focus on collaboration, inclusive schooling, understanding of disabilities, working with majority and minority families of children with disabilities, legal aspects of special education, and becoming an effective change agent in the schools. Authentic experiences in the field will be required. This course meets the mainstreaming requirements for the Professional Clear Multiple/Single Subject Teaching Credential and the course requirement for the Multiple Subject Credential with CLAD/BCLAD emphasis and special education credentials and master’s degree. 3 credits.  

Educ 581 Supported Teaching: Elementary School
Prerequisites, passing score on CBEST, admission to teacher education program; employment on an Emergency Permit in a California schools as a full-time teacher, and concurrent enrollment in university course work. Students are supported by the university as they begin teaching in an elementary classroom. (3-6 credits.) P/NP.  

Educ 582 Directed Teaching: Elementary School
Prerequisites: passing score on CBEST, admission to teacher education program; completion of four-fifths of an approval liberal studies preparation waiver program or passage of the MSAT; Educ 401, 495, 500, 501, 540, 570, 571; and formal advancement to Directed Teaching required. Students are supervised for a full semester or two full terms,(full school days ­ 12 units) in a master teacher’s classroom or in a paid position after successful completion of Educ 581 (6 units). Students are regularly evaluated by university supervisor and attend scheduled group seminars. Placement must include classes at two different levels and with a student population at least 25 percent ethnically different from the student teacher. (Offered every semester/term.) 6, 6 credits.   Note: Multiple Subject candidates teaching on an Emergency Permit may not register for Directed Teaching until they are registered in their final class and can provide proof of passage of the MSAT or completion of four-fifths of a subject matter waiver.

Educ 585 Introduction to the Education of Students with Emotional Disturbance
The purpose of this course is to give the student a general overview for identifying and educating children who are severely emotionally disabled. Students will be introduced to the various instruments used in testing this population as well as techniques and methodologies for educating these children. (Offered at Phoenix campus only.) 3 credits.  

Educ 590 Directed Teaching: Mild/Moderate
Prerequisites for supported teaching: passing score on the CBEST, admission to teacher credential program, passage of MSAT or the appropriate SSAT and Praxis Subject Assessments examinations, successful completion of all course work and other program requirements. An exception may occur when the candidate’s advisor determines that the candidate needs support at an earlier point in the sequence of their program to maximize the effectiveness of this directed teaching experience. Consequently, three credits of supportive teaching would occur at this stage and the remaining three credits would be completed at the end of the candidate’s program. The focus of the Directed Teaching placement must be working with students who have mild/moderate disabilities. The university supervisor regularly evaluates candidates. 1-6 credits.  

Educ 591 Directed Teaching: Moderate/Severe
Prerequisites for supported teaching: passing score on the CBEST, admission to teacher credential program, passage of MSAT or the appropriate SSAT and Praxis Subject Assessments examinations, successful completion of all course work and other program requirements. An exception may occur when the candidate’s advisor determines that the candidate needs support at an earlier point in the sequence of their program to maximize the effectiveness of this directed teaching experience. Consequently, three credits of supportive teaching would occur at this stage and the remaining three credits would be completed at the end of the candidate’s program. The focus of the Directed Teaching placement must be working with students who have moderate/severe disabilities. The university supervisor regularly evaluates candidates. 1-6 credits.  

Educ 597 , 598 Directed Teaching: Secondary School
Prerequisites: passing score on the CBEST, admission to teacher credential program, completion of a minimum of nine credits of education course work at Chapman University, successful completion of and certification of competency in teaching major or the appropriate Single Subject Assessments for Teaching (SSAT) and Praxis Subject Assessments examinations. Completion of requirements specified for the standard secondary credential: Educ 401, 495, 520 or 521, 522, 532, 570. The Directed Teaching placement must include work with students at two different grade levels, and with a student population which is at least 25 percent ethnically different from the student teacher. Regular conferences with the university supervisor and scheduled group seminars. (Offered every semester/term.) 6, 6 credits.  

Educ 599 Independent Study
Supervised individual study or research on a special problem or in a selected area of education. 1­3 credits.  

Educ/Edl 600 Research and Evaluation Methods
(Must be taken first or second in MAE core series.) Students learn methods of program evaluation and research in education. Topics include: models of program evaluation, experimental research designs, qualitative approaches, instrumentation and measurement, common statistical techniques, critiquing educational research and evaluation of the special education and counseling programs. 3 credits.  

Educ 601 Assessment and IEP Development
Preprequisite, Educ 401, 570, and 571. The course is designed both for special education teachers and school psychologists. Students will develop the knowledge and skills necessary to using and communicating assessment results. A variety of individualized assessment and evaluation approaches appropriate for students with mild/moderate/severe disabilities will be addressed. Emphasis is placed on the development of appropriate educational decisions on the basis of a variety of standardized and non-standardized techniques, instruments and processes that are appropriate to the diverse needs of individual students. Students will learn to (a) identify individual strengths and weaknesses, and (b) make appropriate instructional recommendations both for report writing and for IEP goals and objectives. 3 credits.  

Educ 602 Positive Behavior Supports
Preprequisite, Educ 401, 570, and 571. A study of theories, practices and ethical issues in modifying and remediating behavior with an emphasis on creating positive, productive school climates and implementing effective, positive and respectful applied behavior analysis techniques. A minimum of 25 hours of authentic field experience is required for this course. 3 credits.

Educ 603 Communication, Language, and Literacy
Preprequisite, Educ 401, 570, and 571. A study of language disabilities and their implications for general and special educators. Assessment and teaching strategies. Required for the Mild/Moderate and Moderate/Severe Credentials. 3 credits.  

Educ 604 Teacher as Scholarly Practitioner: Action Research
Preprequisites, acceptance to the MAT, cumulative grade point average of “B,” satisfactory completion of Ed 401, and at least 12 credits of credential course work. The purpose of this course is to support teachers as they conduct research in their schools and classrooms. The course is designed to enable participants to carry out an action inquiry, to understand the fundamental principles of action research and to locate the significance of the approach in everyday practice and educational policy. A major part of the course work involves developing an action research project, either on one’s own practice or in conjunction with practitioners in the field, whether in schools or in other parts of the community. The course will engage the participants in systematic qualitative inquiry into their own practice: framing appropriate questions; gathering and interpreting data; and analyzing data. Students will learn about action research by doing it and by reading examples of action research. 3 credits.  

Educ/Edl 605 Democracy, Education & Social Change
Students examine the relationship between democratic theory, educational practice, and social change. Specific attention is paid to theories of democracy, the democratic nature of historical and current reform efforts, the contradictions and dilemmas of schooling, and the ways in which schooling might influence social change. 3 credits.  

Educ/Edl 606 Seminar in Learning Theory
Students study various learning theories and their implications for instruction. Students also examine the areas of human learning, human exceptionalities, and the cognitive, affective, and biological basis of behavior; and developmental psychology, including those areas germane to pupils with special as well as regular educational needs. 3 credits.  

Educ/Edl 607 Seminar in Comparative Education
An introduction to educational philosophies, methods, patterns of control, financing, organization and relationship with the larger society in selected countries of the world, including the United States. Comparison and a comprehensive social science methodology is emphasized. Students examine historical, political, economic, and social factors. Systems compared are drawn from all regions of the world. 3 credits.  

Educ/Edl 608 Seminar in the Social Foundations of Education
A critical study of schooling, society and culture. Students explore the major ideological schools of thought regarding how the interactions between school and society can best be understood. Social science methodologies including quantitative, qualitatiLe, and participation and application of both social science and humanities insights are important components of the course. 3 credits.  

Educ/Edl 609 Seminar in Curriculum Studies
Historical, philosophical, and sociopolitical influences on the curriculum of American public schooling are examined. Curriculum design and evaluation strategies will be considered. The role of teachers and educational support staff in curriculum decision-making, and their potential role as leaders of educational change, are included. 3 credits.  

Educ 613 Critical Issues in Special Education
This course provides students with a systematic critical analysis of the major practical and conceptual issues encountered by professionals involved in educating students with disabilities. A number of current issues relevant to education students with special needs are introduced, critically investigated, and discussed. 3 credits.  

Educ 617 Leadership and Organizational Development
The purpose of an educational organization, such as a school, is for people to join together to create good work that results in powerful learning for all children. This course covers group dynamics, the change process and facilitative leadership models that support positive interdependence and worthwhile change. Effective leaders practice ethical decision-making capacity-building and critical reflection for themselves, others and the system. In authentically aligning words and work, they will learn how to inspire collaboration and the creation of dynamic and democratic communities of learners. 3 credits.  

Educ 619 Literacy Assessment and Evaluation I
This course is designed to help teachers seeking the Reading Certificate to develop skills in assessment of oral and written language and reading, and make instructional decisions based upon such assessment. It explores multiple assessments in a balanced, comprehensive literacy program and the research basis for the provisions of effective assessment of literacy teaching and learning relevant to students from varied cultural and linguistic backgrounds. Students will be required to administer a battery of appropriate assessments to a primary-grade student and an adult or secondary school student, and communicate that information through professional reports. 3 credits.  

Educ 620 Children’s Literature and Family Literacy
This course is designed for teachers enrolled in the MAE with Reading emphasis/Reading Certificate. The focus of the course will be on examining criteria and evaluation of quality literature, genres, reader response theories, literary theory, and investigating family literacy issues as well as ways to bring families and schools together to support literacy development. Students will be required to complete supervised field experience hours that will connect theory and practice. 3 credits.  

Educ 622 Seminar in Program Design
In this course, students will focus on issues related to (a) understanding the needs and ways of learning of students from varied backgrounds; (b) research and theory that form the basis of effective programs and interventions; and (c) program design. Clinical field experience provides the opportunity to apply theory in practice. 3 credits.  

Educ 623 Reader Leader I: Planning and Delivery
This course will focus on a teacher’s leadership role in the planning and delivery of reading instruction, including goal-setting, program planning, decision-making, problem solving, program supervision, and program evaluation for students from different cultural and linguistic backgrounds. Students will be required to complete a minimum of supervised field experience in an elementary, middle, or secondary public school. 3 credits.  

Educ 624 History and Philosophy of Education
An elective course for the MAE in Curriculum and Instruction, this course will allow practicing educators to dig deeply into the development of formal schooling in western civilization and the United States, tracing both current teaching practices and recent reform efforts back to their roots so as to better understand why schools are the way they are today. (Offered alternate years.) 3 credits.

Educ 625 Global Education
For teachers, future teachers, and students of international/peace studies who are considering teaching as a career. Students examine developments in the global economy, the global environment, cultural and political systems, and technology. Students also explore ways in which these themes and topics can be incorporated into the K-12 curriculum through the design of appropriate learning activities. (Offered alternate years.) (Cross-listed as Pcst 425.) 3 credits.  

Educ 466 /626 Images of Teachers and Schooling in Literature and Film
Students view films and read novels, plays, and short stories which have schools as their setting, teachers and/or students as their main characters, or education as their primary theme. Each is analyzed in terms of style, imagery, effectiveness, and the insights it provides into educational issues. (Offered alternate years.) 3 credits. (Cross-listed as Eng 466.)  

Educ 627 Current Controversies in American Education
An elective course for the MAE in Curriculum and Instruction, this course will provide K-12 educators with a chance to closely examine emerging trends and movements about which there is lively disagreement (e.g., privatization, national standards, voucher plans, Afrocentric curriculum, etc.) (Offered alternate years.) 3 credits.  

Educ 635 Education Workshop Series
Established to meet specialized purposes. Principally for persons engaged in teaching. Not more than an aggregate total of six credits in Educ 435 or 635 may be applied toward the master’s degree.  

Educ 642 Contemporary Issues in Special Education
This course provides a systematic critical analysis of the major practical and conceptual issues encountered by professionals involved in educating students with disabilities. A number of current issues relevant to the field of special education are introduced, critically investigated, and discussed. 3 credits.  

Educ 676 Procedures in Behavioral Modification and
Remediation Students study theories and practices in modifying and remediating behavior with emphasis on applied behavior analysis. 3 credits.

Educ 677 Positive Behavioral Planning
Students develop behavioral intervention plans for students with serious behavioral problems. Students learn California Education Code and Regulation relative to behavioral interventions for special education students, prohibited interventions, and approved, positive program interventions. 3 credits.  

Educ 680 School Management and Technology
Effective school leaders are able to plan, implement, and evaluate the operation of schools with others in ways that achieve organizational goals and result in the development of safe and productive learning communities. This course will also provide a rationale and strategies for the development of administrative applications of technology to enhance communication and organization of schools. The course will emphasize and demonstrate the knowledge and processes necessary for effective management regarding school, climate, staff development, crisis management, public and media relations, resources, discipline, facilities, personnel classified and certificated parent/community involvement, health and safety, special programs, and daily and annual scheduling of students and events. 3 credits.  

Educ 683 Supervision of Instruction
Students study various theoretical paradigms and the historical content of teaching as well as multiple styles of learning. Assessment models are reviewed as they relate to current policies and standards. Students construct alternative models to current practices in the supervision of instruction. 3 credits.  

Educ 684 Educational Governance and Politics
Effective and principled leadership requires a consciousness of power and influence and the capacity to deal with conflicts of interest in public education. Students study national, state and local policies and governance systems with a focus on implementation at the micro-political level. The relationships of constituencies such as: unions, school boards, local communities and special interest groups are studied for their political impact upon K-12 education, working with diverse populations and the role of schooling in a democratic society. Critical theory and social justice are taught as part of this exploration. 3 credits.

Educ 685 Legal Aspects of Education
Students learn legal principles and laws relating to public education including constitutional restrictions, court decisions, attorney general and county counsel opinions, powers and duties of state and local agencies, contractual and tort liability of school officers and employees; laws relating to students, teachers, administrators, and boards of education. Emphasis on Colorado. (Offered at Colorado Springs only.) 3 credits.  

Educ/Edl 686 Legal and Financial Aspects of Education
Students examine the current legal framework of American schooling including common law, federal and state law, court decisions, and county counsel and attorney general rulings. The course also covers school finance, sources and types of funding, budgetary procedures at the site and district level, and political issues connected with school finance. 3 credits.  

Educ/Edl 689 Techniques of Personnel Administration
This course focuses on general principles, policies, and practices of personnel administration. Closely examined are the roles of unions and professional associations, administrations, school boards, and the state in the collective bargaining process. The principles and processes for supervision and evaluation of certificated and classified staff are also covered. 3 credits.  

Educ/Edl 691 Supported/Directed Field Work
Prerequisites, acceptance as a Tier I Intern Candidate or completion of other requirements Preliminary Administrative Services Credential Program or consent of the program coordinator. Admission to the Educational Leadership and Administration Program; Completion of other requirements in the credential. Students perform field practice in education administration for at least 100 hours. (This will include field work hours accrued in other administrative credential courses.) They will acquire a working knowledge of duties and problems of education administrators or supervisors; students will observe and apply principles taught in leadership/administration courses as outlined in CTC standards. 3-6 credits.  

Educ 698 Thesis/Project
Students must have a cumulative GPA of 3.00 “B” to meet the minimum eligibility requirements to enroll in the thesis/project option. (See the Academic Policies and Procedures section for additional guidelines.)   MAE and M.A. Special Education candidates may elect to complete a thesis or project as an alternative to passing a comprehensive examination. Students enroll with a thesis or project advisor for a minimum of two semesters/terms of Educ 698 for a total of at least 6 credits. (Available at Orange campus only.)  

Educ 700 Critical Inquiry
A seminar cohort group will explore the philosophy, theory and practical application of a critical perspective in education research. It will focus on learning as socially constructed and schools as cultural organizations. Students will learn how to shape anthropological inquiry in the form of collaborative practitioner inquiry in order to solve real school problems. They will learn to apply various research tools, including technology, for information gathering and deep problem solving. This course is specifically geared to those who are in positions of educational leadership. 3 credits.  

Educ 701 Mentoring and Support of Candidate
District/sites assign mentor for current administrators with a Tier I Credential, who are pursuing Professional Level Certification. Upon acceptance to CU Tier II program, each student is matched with a university adviser who becomes the third member of the professional development triad. The district mentor and university adviser provide guidance and support as critical friends, on an ongoing basis, for the life of the Tier II program. Others, such as peers or expert resources, may join the basic triad as needed. In collaboration with the triad, the Tier II candidate completes a Professional Credential Induction Plan. 2 credits.  

Educ 705 A, B, C Moral and Ethical Leadership
A seminar cohort group will study the knowledge necessary for an ethical leadership role in order to build and sustain positive moral cultures in educational settings. The focus will be upon identifying our own ethical beliefs and then recognizing ethical issues and dilemmas in praxis. Students will learn how moral agency works in developing democratic personhood and democratic communities. The “big” ideas, gleaned from major theories, will inform participants as they deal with the authentic problems and challenges of ethical decision-making in their administrative practices. 3 credits.  

Educ 712 Educational Change
Prerequisites, an elective course for Tier II students or advanced graduate students with a master’s degree. A seminar cohort group will examine the differing perspectives, strategies, and principles that have influenced educational change in the recent past. The group will also investigate those perspectives of change in relation to the current strategies of comprehensive school restructuring. The “Big Ideas” gleaned from the investigation will assist participants in their understanding of ethical challenges in today’s democratic society. 3 credits.  

Educ 717 Organization, Culture and Community
A seminar cohort group will construct the knowledge necessary for an organizational leadership role to build and sustain positive collaborative cultures in educational settings. The focus will be upon understanding the diverse constituencies that compose the ecology of the school and how to get such groups to work together, both interdependently and integratively for the common good of a democratic community. The “big” ideas, gleaned from theory, will inform participants as they deal with the authentic problems and challenges of community building in their administrative practices. 3 credits.  

Educ 719 Vision and Learning
A seminar cohort group will explore the knowledge necessary for a program leadership role to support and sustain worthwhile learner-centered curriculum change in educational settings. Theories of human learning, development and curriculum will be studied for their applications to improved success in a democratic community of learners. The “big” ideas, gleaned from theory, will be integrated with the design, implementation and assessment of school curriculum programs. Philosophical, historical, sociopolitical, legal and economic influences will be examined. 3 credits.  

Educ 720 Assessment and Performance of Candidate

This is a capstone seminar for the Tier II cohort group. Candidates create and exhibit the products of their field projects. They synthesize and reflect upon the "big ideas" from all the classes and the practitioner field project inquires. Students, along with their mentors, advisors and colleagues, will assess the learning from their own Professional Credential Induction Plans and the plans and project of the others in the group. They will reflect upon their own beliefs and values as they connect to the various perspectives of others, the CTC standards and themes, program values and the principles of learning. This is a benchmark in their ongoing professional development as part of a habit of lifelong learning. They will celebrate reaching this milestone, acknowledge those who have worked with them and begin to think about the future. 2-4 credits.