CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
Department of Secondary Education
Fundamentals of Secondary Education in Multiethnic Secondary Schools
Instructor: Dr. Tae Chang
Telephone: (818) 677-6491
Office Hours: Tuesdays 2:00-3:30 and by appointments via Zoom or in office, Ed 2140
The primary mission of the Michael D. Eisner College of Education is to prepare teachers, counselors, administrators, and other professionals to serve the diverse educational needs of the region.
To fulfill this mission, faculty: design, deliver, and continually improve highly effective programs for pre-professionals through advanced graduate and professional levels; promote and are influenced by the reciprocal relationship between scholarship and practice; collaborate with colleagues across the campus and in other professional and community settings as partners in the mission; and provide leadership in teaching, learning, assessment, and professional development for diverse community within and outside the University.
In all of these endeavors, creativity and excellence of practice is rewarded, the potential of all learners is recognized, and critical inquiry and reflection are valued.
INSTRUCTIONAL PHILOSOPHY AND COURSE OVERVIEW
Scope and Sequence of Course in this Program
The course, intended to be your first in the credential program, provides a general framework and introduction to secondary education and curriculum within a multiethnic American society. Candidates investigate various classroom discipline and management techniques, teaching strategies and techniques, and lesson planning. Candidates are also introduced to the California Academic Content standards, California Common Core Standards, and the six Teaching Performance Expectations (TPEs).
Primary emphasis is placed on the TPEs in three areas: 1) Engaging and Supporting All Students in Learning 2) Creating and Maintaining Effective Environments for Student Learning, and 4) Planning Instruction and Designing Learning Experiences for All Students. Completion of classroom-based activities is required to achieve these goals.
Understand multiple factors that influence the dynamics of student behavior and learning.
Examine and practice classroom management strategies that promote learning for a range of students from diverse academic, cultural, and linguistic backgrounds.
Practice developing effective lesson plans to make content accessible for diverse learners.
Explore classroom activities to engage all students in learning standards-based curricula.
Rehearse instructional strategies that engage and challenge students to use progressively higher order thinking skills.
Develop and refine strategies for monitoring student learning and assessing their understanding in order to inform instruction and planning.
Develop as a professional educator through reflective practices and collaboration with colleagues.
Establish a personal growth plan in becoming a high-quality teacher.
CSUN Catalog: Must be taken in the first semester of enrollment in all Single Subject Programs. Provides a general framework and introduction to secondary education and curriculum for diverse learners, including students with disabilities and English learners. Candidates are also introduced to the California curriculum standards and the Teaching Performance Expectations (TPEs). Primary emphasis is placed on engaging and supporting all students in learning (SLO 1), creating and maintaining effective classroom environments (SLO 2), and planning instruction and designing effective learning experiences for all students in secondary (Grades 6-12) classrooms (SLO 4). Completion of classroom-based activities (e.g., observations) is required.
SED 511’s Main Areas of Focus are based on the California Teacher Performance Expectations.
The following is an outline of the Domains and specific TPEs. Students are expected to become familiar with all of the TPEs over the course of the Single Subject Credential Program.
You can also access a copy on the SED Website, Student Resources.
TEACHER PERFORMANCE EXPECTATIONS (TPEs)
TPE 1: Engaging and Supporting All Students in Learning
TPE 2: Creating and Maintaining Effective Environments for Student Learning
TPE 3: Understanding and Organizing Subject Matter for Student Learning
TPE 4: Planning Instruction and Designing Learning Experiences for All Students
TPE 5: Assessing Student Learning
TPE 6: Developing as a Professional Educator
Student Learning Objectives
Teacher candidates will be able to:
Create and maintain effective environments for learning for a range of students from diverse academic, cultural, and linguistic backgrounds.
Engage and support students in learning by clearly communicating instructional objectives, making instruction relevant, and selecting materials to address state academic content standards.
Design learning activities that encourage students to use progressively higher order thinking skills to master challenging academic curriculum.
Design and implement lessons that use a variety of instructional strategies to make content comprehensible and accessible to students from varied backgrounds and of differing academic language abilities.
Know strategies for monitoring student learning.
Understand the multiple factors that influence the dynamics of student behavior and learning in the classroom.
Be familiar with a range of student assessments, including classroom informal measures and standardized tests commonly used in California.
Understand and apply California laws and regulations that pertain to the classroom and serve to protect the welfare of students and their families.
Examine personal beliefs, attitudes, and biases in order to create an open and fair learning environment for students from all backgrounds.
You are expected to come to class prepared to critically discuss topics, having finished all reading, writing, and group assignments before class.
You are expected to become part of a community of lifelong learners, to express ideas clearly, to help those in need, and to ask questions when in doubt.
You are to show respect to the learning community and to value your classmates. We challenge ideas not people. Listen with the same respect you would want given you.
The goal of education is to learn to think, and this class will provide opportunities to continue on that journey.
Attendance and participation are crucial components of this course. Ideas presented in class by the instructor and your colleagues need to be heard and critiqued for individual and collective growth to take place. If you will be absent, it is your responsibility to make contact with me as soon as possible.
Cheating or plagiarism on a test or other assignment will result in automatic failure on that specific item and possible failure in the course. In addition, there will be a referral to the Academic Ethics Committee. Never forget that character counts.
As a student in a graduate class, you are expected to exhibit the behaviors of professional educators and professional students. This includes active and positive participation in class. Students are expected to treat their fellow students, the faculty, and guests with respect and courtesy. This also relates to the use of cell phones, computers, and other electronic devices. Cell phones should be off unless prearranged with the professor. Computers should only be used for taking notes during class – not used for lesson planning, etc. Class should be interrupted only by emergencies. Grading of papers in class is not appropriate.
Email is the best means of communication on campus. Please check your CSUN account regularly (you can have it forwarded to another account if desired). Though email is quite effective, please do not think you will get an instant response, especially over the weekend. I will attempt to get back to you within 48-72 hours or sooner.
Methods of Assessment for Student Learning Outcomes
Active participation in class activities and discussions. If assignments are late, 20% of the points on an assignment will be deducted for each class session it is late. Just because you inform me that an assignment will be late, do not expect to get full credit.
Timely completion of reading and written assignments is expected. All work submitted, must be typed and must include the assignment title, date, student name, and subject specialization.
Written assignments are to be in typed, size 12 font, double-spaced format unless otherwise specified.
Lesson plans for the appropriate single subject area: short-term daily and long-term overview plans shall be written in a format discussed in class.
Completion of field-based activities and class presentations.
Methods and Procedures
Class discussions and activities, e.g., role-playing and problem-solving
Completion of field-based activities
Individual and small-group presentations
Wong, H. K., Wong, R. T. (2018). The first days of school: How to be an effective teacher. 5 th ed., Harry K. Wong Publications.
Wong, H. K., Wong, R. T. (2018). The Classroom Management Book. 2nd ed., Harry K. Wong Publications.
California Common Core Standards or California Content Area Standards for an appropriate subject and grade level (may be downloaded from http://www.cde.ca.gov/.) Candidates should obtain a state-adopted subject area textbook for middle or high school students to complete class activities.
Emmer, E.T., and Evertson, C.M. (2013). Classroom Management for Middle and High School Teachers. Ninth Edition Boston: Allyn and Bacon.
Esquith, R. (2007). Teach like your hairs on fire. Penguin Books.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and School. Washington, D.C.: National Academy Press. http://www.colorado.edu/MCDB/LearningBiology/readings/How-people-learn.pdf
Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. ISBN 978-1-118-90185-4
Faculty will introduce candidates to the publications and work of state and national professional organizations and may assign candidates to explore and read an appropriate journal article(s) or to visit an appropriate professional organization website.