# Educator Preparation Programs at SCCOE

> Curated public course and certificate information for the Educator Preparation Programs at SCCOE site.

Use the sections below to find primary public catalog pages and their descriptions.

## Courses

Here is a list of the currently available courses.

- [Course EDA 631: Visionary Leadership](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=1021124): Participants are instructed on how to facilitate the development and implementation of a shared vision of learning and growth of all students. Program participants will learn how to shape a collective vision using multiple measures of data and focusing on equitable access, opportunities, and outcomes for all students. Participants will learn how to engage others in collaborative processes to develop a shared vision of teaching and learning, and will then learn how to guide and monitor decisions and outcomes using that shared vision.
- [Course EDA 632: Professional Learning](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=1021126): Professional Learning leaders promote a culture in which staff engage in individual and collective professional learning that results in their continuous improvement and high performance. Participants will learn to develop trust, lead the change process, engage in reflective practice, and develop, monitor and evaluation professional development.
- [Course EDA 633: Instructional Leadership](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=1021128): Candidates will be provided with the “Will and Skill” to learn evidence-based methodologies to becoming an effective instructional equity leader in pre-k to 12 schools. Grounded in best practices in adult learning theory and effective instructional leadership, the candidates will engage in experiential learning to gain hands-on practice of supporting leadership and instructional practices with teachers. Coupled with Equity principles, the course will provide course content and administrator’s standards (CAPEs and CACES) to ensure Equity is the foundation of becoming an instructional leader in schools.
- [Course EDA 634: Management, Learning Environment and Ethics](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=1021130): Aspiring leaders will learn the importance of modeling and behaving in ways that demonstrate professionalism, ethics, integrity, justice, and equity to cultivate a safe and productive learning and working environment. This course addresses a variety of management and learning environment elements including: operations and facilities, plans and procedures; school and district climate; and fiscal and human resources. Participants learn ethical decision-making strategies that will help identify personal and institutional biases that derive from educational disadvantage and/or discrimination. Participants will also learn reflective practice in order to continuously improve and be up-to-date with educational research, literature, and best practices.
- [Course EDA 635: Facilitating Teacher Growth](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=1021132): Aspiring leaders will learn to facilitate teacher growth through coaching, evaluating and providing feedback to teachers to improve instructional practices that promote equity/social justice in the classroom. Aspiring leaders will understand and distinguish between coaching and evaluation. Aspiring leaders will learn to facilitation, consultation and mediation/problem solving skills.
- [Course EDA 636: Education Policy, Systems, and Community Leadership](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=1021134): Candidates will be provided an overview of the role of educational leaders in influencing political, social, economic, legal and cultural contexts affecting education. This course will address how leaders develop greater public understanding of education policy and how leaders use their understanding of social, cultural, economic, and political contexts to shape policies so every student graduates ready for college and career. Additionally, participants will learn how to successfully engage with governing board, district, local leaders and the broader community to influence policies that benefit students and support the improvement of teaching and learning.
- [Course SPED 704: Reading & Language Arts Mild to Moderate](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=1022283): This course examines concepts in reading including formal and informal methods for determining a student’s reading ability in order to plan effective instruction. Methods and materials for the sequential development of decoding, encoding, fluency, vocabulary and reading comprehension will be discussed and practiced. The impact of all levels of students who are learning English within the development of learning reading will be addressed throughout the course.
- [Course SPED 958: Case Management & Collaboration](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=1022297): This course is intended for students that have a basic understanding of pedagogy and the foundations of teaching who currently possess a California Teaching Credential. The course provides teachers with an understanding of educational principles and practices used to develop short and long range planning for students in the inclusive setting. Universal Design for Learning and other strategies will be explored. Candidates will learn how to locate and apply information about current academic status and learning needs, including but not limited to, assessment data, language proficiency and cultural background, in order to plan for instructional purposes. The course also provides an overview of educational principles and practices for identifying and teaching diverse students in the inclusive classroom who demonstrate various disabilities including but not limited to: mild intellectual disabilities, learning disabilities, attention deficit/hyperactivity disorders, physical impairments, traumatic brain injuries, homelessness, foster youth, incarceration, medically fragile youth, and emotional/behavior disorders. Candidates will further their understanding of the IEP process by learning how to write IEP goals and objectives, monitor progress and make adjustments as appropriate. Common compliance issues will be presented. During the course, Candidates will be provided information regarding the referral process, procedural safeguards, manifestation determination/expulsion and timelines. Candidates will engage in progress monitoring. Relevant standards will be used when designing and using standards-based, individualized instruction that is appropriate, and systematic for all students including students with cultural, linguistic socio-economic, gender and sexual orientation diversity considerations. Through differentiation candidates will access the general education curriculum to support all students in active participation in lessons with the necessary supports, services and adaptations required for each student. This course focuses on reflective practices and the attitudes, skills, and dispositions which empowers educators to examine the benefits and challenges of collaborating with others to maximize the learning potential of every student, including students who are culturally and linguistically diverse.
- [Course 0040: CASC Coaching Course](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=1029018):  Course consists of regular coaching support from your coach, and 2-4 seminars and/or networking sessions per year. 
- [Course CALAPA CC: CalAPA Completer Course](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=12411805): CalAPA Completer Course This course is for candidates in the school administration program who need to complete the CalAPA requirements.
- [Course 0045: Clear Induction-ECO](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=13462926): Clear Induction ECO
- [Course TC407: Development of Language and Literacy](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=19743594): Introduction to language development; linguistic terminology and components of languages; biological basis of language; theories of language acquisition; stages of language development; environmental factors; language diversity factors; bilingualism; characteristics of and intervention for language disorders; emergent literacy; assessment of language; second language learning and language changes throughout the lifespan. This course assists candidates in learning from current research and practice how cognitive, pedagogical, and individual factors affect students’ language acquisition. It focuses on understanding how to effectively use materials, methods and strategies for English language development that are responsive to the individual developmental learning needs of each child This course will increase the student’s knowledge base concerning the learner, the teacher, the language-learning process, normal and atypical language acquisition, learning environments, learning styles, language learning strategies, second language learning and key theoretical perspectives on language learning and development. Current and past practices concerning speech and language acquisition will be reviewed. Information concerning language and early literacy development will assist the student to become a competent collaborator in terms of developing language development programs and a decision-maker regarding referrals for further assessment This course will focus on typical/atypical language development, language learning and students with disabilities. Candidates will become knowledgeable on identifying language development needs versus language acquisition needs.
- [Course TC402: Classroom Management & PBIS](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=20012186): Education Specialist Teaching Credential Program   Course: TC402   Classroom Management & PBIS   This course focuses on teaching students how to develop a positive classroom environment that supports learning. This is a fundamental course in learning, learning theory, behavior, behavioral theory, effective teaching and the principles and procedures of applied behavior analysis with applications to the early childhood, special, and general education classroom emphasizing safe schools for all. Candidates will learn the information on laws and regulations as they relate to promoting positive behavior, self-regulation, manifestations and determinations, and safe schools (e.g. IDEA, FERPA, ESSA, Supreme Court) Students will learn how to manage a classroom and build structures that support student engagement and motivation. Students will also learn how to monitor, assess, manage, and teach positive classroom behaviors. Students will review classroom and school management strategies and develop individual behavior management plans with the goal of transition planning. Students learn advanced strategies and interventions for preventing, minimizing, and resolving challenging behaviors in the classroom as well as how to facilitate acceptable behaviors. Candidates will learn about school wide positive supports and their role in promoting safe schools and positive social- emotional learning including but not limited to restorative justice and anti-bullying strategies. Within the course, candidates will learn strategies for working with families and be able to identify their own behaviors that may impact behavior in students. . These strategies and interventions will empower teachers to support students with emotional and behavioral disorders in the general and special education classroom.
- [Course TC802: Advanced Curriculum and Instruction](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=20012850): In this class, interns will develop curriculum and design instructional strategies to use in their classrooms. A focus will be on developing curriculum that provides reasonable accommodations to children with disabilities and those who are learning English. There will be a focus on research-based approaches for designing, adapting, prescribing, and delivering instruction in content areas. Students will engage in progress monitoring. Relevant standards will be used when designing and using standards-based, individualized instruction that is appropriate, and systematic for all students who have special needs, including students with cultural, linguistic socio-economic, gender and sexual orientation diversity considerations.Candidates will access the general education curriculum to support all students to actively participate in lessons with the necessary supports, services and adaptations required for individual students.
- [Course TC620: Assessment Administration and Best Practices](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=20013097): This course includes hands-on practice selecting, administering, scoring, reporting and interpreting alternative methods of assessing young children and youth with all levels of disabilities, survey of standardized and non-standardized assessment techniques and how they are employed to identify, develop programs, and monitor performance of your children and youth with disabilities. Included are the following: a review of recommended practices in assessment and education; alternative methods such as observations, portfolios, and curriculum-based. Candidates will administer formal assessment instruments, and construct, administer and evaluate informal assessments as well report writing and skill building in translating assessment results into educational planning. Attention is given to techniques required to ensure nonbiased, nondiscriminatory assessment and compliance with public law.
- [Course TC406: Working with Language Diverse Communities](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=20013103): This course is intended for candidates who will work with service providers and or become case managers in supporting families of children with special needs within language diverse communities and may be English language learners. Candidates will learn about cultural values, including cultural shock, including inter- and intra- group differences, health and healing values, attitudes toward individuals with disabilities, child rearing practices through the exploration of underlying concepts such as acculturation and assimilation, intervention strategies/support services and language issues. The course will investigate family support principles as a key strategy in working with language diverse families. The course is designed to facilitate the student’s development of critical analytical skills in the evaluation and interpretation of cross-cultural issues in theory and practice. Topics on building equity to empower all learners will be embedded during class.
- [Course TC404: Curriculum for Inclusive Classrooms - Introduction to Teaching](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=20013105): This course provides an introduction to the profession of teaching in the inclusive environment. Candidates will be introduced to the following concepts: historical aspects of education (incorporating both general education and special education, inclusive education, multi-tiered systems of support, universal design for learning, common core and ELD standards, 21st Century Learning to ensure a learning environment that is physically, mentally, intellectually and emotionally safe and healthy (including addressing bullying, racism, and sexism among students). Candidates will also be introduced to a variety of instructional strategies, resources, and assistive technology. Candidates will learn and be able to understand & demonstrate the following concepts: lesson design & planning, use of Common Core standards, social-emotional learning. Candidates will be exposed to working with a diverse population. Candidates will show knowledge of students’ prior experiences, interests, and social-emotional needs. Candidates will utilize a student's cultural, language, and socioeconomic backgrounds as a means to engage learning. Candidates will access resources to support students in need as well as collaborate with other educators and the larger school community. Candidates will receive an overview of the stages of child development and the relationship between development and education. As part of inclusive education, candidates will begin to learn how to develop collaboration and interpersonal communication skills. Candidates will begin to learn how to develop IEPs and 504 plans. Candidates will provide opportunities and teach advocacy strategies for students to meet their specific learning needs and provide opportunities for students to support each other.  
- [Course TC410: Special Topics - Evidence Based Practices & Autism Spectrum Disorder](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=20493533): TC 410. Evidence Based Practice and Autism This course is organized to prepare teacher candidates with the knowledge necessary to select and use evidence-based assessments and interventions in the classroom setting. There will be a special emphasis on social, behavior, and academic Evidence Based Practices in Autism, sensory and focus difficulties and the challenges faced by families of children with ASD and ID. However, candidates will learn Evidence Based Practices that apply to multiple disability categories, support needs and subject areas. This course interconnects the skills the instructional strategies learned in the core curriculum courses and the progress monitoring knowledge of the assessment course. Candidates will be presented with, learn and apply evidence- based intervention practices that have been demonstrated to be effective through outcome evaluations. This is a practical fieldwork course during which candidates will demonstrate the ability to implement universal screeners, class wide interventions, research based preference assessments, and evidence based reading and math interventions
- [Course TC411A: Intro Atypical/Typical with Health Aspects](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=23233077): This course begins with an overview of typical child development through early adolescence and the issues that present in instruction. Throughout the course, candidates will learn about atypical development and the impact on education. Within the education system, candidates will encounter children who have physical and/or brain injuries as well as those who may have sensory impairments. Strategies will be discussed so that those children can access the general education curriculum to the extent possible. Candidates will also learn strategies and accommodations/modifications for working with children with serious medical issues and working with families. Course content includes medical and health problems evolving from perinatal developmental risk factors, and/or chronic medical conditions. Introduction to the medical team functions, interpretation of medical histories; specialized medical equipment and feeding procedures; handling children with physical disabilities; family reactions and coping strategies; and community resources are addressed. Candidates will learn about the federal, state and local policies regarding working with specialized health care.
- [Course TC780F: Support and Supervision](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=25771995): This is a field-based course to measure competency as an intern teacher. Through this course you will complete self-assessments, develop an individual development plan, submit a video of the instructional environment you have created and annotate video evidence of your competencies as an intern teacher. Although all TPEs domains will be reviewed during the two semesters of Support and Supervision, the Specific Learning Objectives are focused on Developing as a Professional Educator. This course involves Supervised support, feedback and observation and coaching of interns and new teachers. This includes collaborative evaluation of the Individual Development or Learning Plan. This course is a complement to TC 542.
- [Course TC530E: Intervention for Young Child/Spec. Needs](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=27030278): The purpose of this course is to develop the skills necessary to provide quality intervention for young children with special developmental needs from birth to five years of age. It includes a study of the philosophies of early intervention, curricula resources and research-based intervention models and strategies. Assignments promote opportunities to simulate a variety of intervention techniques and to think critically about how relationships, environments, and materials affect a child’s experience of intervention. Play based assessments will be reviewed. Evidence-based intervention approaches for specific disability areas such as visual impairment, physical impairment, autism spectrum disorders and general developmental delay will be investigated. There will be special emphasis on English Learners and their families during class case discussions. Class discussions and assignments will expand on information provided in assigned readings and acquired through field experience.
- [Course TC623: Professional, Legal and Ethical Aspects of Special Education](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=27080444): Exploration of policy and procedures pertinent to the special education system in terms of standardized assessment, management, finance, laws, regulations, professional ethics, student placement, instruction, ethical obligations and other compliance requirements as they relate to children and youth including students with disabilities and those who are English learners at any level
- [Course TC545: ESN Advanced C & I ~ ESN](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=27081007): ESN Advanced C & I ~ ESN
- [Course TC542: Introduction Seminar to Teaching and Learning](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=27115026): The Seminar in Teaching and Learning Education Specialist Course is intended for candidates who will work with Moderate to Severe, Mild to Moderate students and families of young children with special needs. Candidates will learn about the High Leverage Practices for Inclusive Practice and recommended practices for Early Childhood Education and the California Infant/Toddler and Preschool Learning Foundations for teaching young children with disabilities (as applicable). Through their coursework and fieldwork the candidate will learn and demonstrate the knowledge, skills, and abilities to provide safe, healthy, and supportive learning environments to meet the needs of every child in the classroom setting, and to know and be able to apply pedagogical theories, principles, and instructional practices for the comprehensive instruction of all students with disabilities. Candidates will learn how to create inclusive learning environments and use their understanding of all students' developmental levels to provide effective instruction and assessment for all students, including students with disabilities and students who are English language/dual language learners, in the special education setting. Candidates will learn how to collaborate with professionals and families to support all children in the classroom.The focus will be on classroom design, positive behavior intervention supports and group contingencies. The course will include a review of the psycho-social stages of development in children (Maslow, Erikson and Kohlberg).
- [Course TC541: Reading and Language Arts ESN](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=28411075): Reading and Language Arts ESN This course examines concepts in reading including formal and informal methods for determining a student’s reading ability in order to plan effective instruction. Methods and materials for the sequential development of decoding, encoding, fluency, vocabulary and reading comprehension will be discussed and practiced. The impact of all levels of students who are learning English within the development of learning reading will be addressed throughout the course.
- [Course TC705: Teaching Math](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=28459322): TC705 Teaching Math This course is intended for students to use subject matter knowledge to plan, deliver, assess and reflect on math instruction for all students, consistent with Common Core and California State Standards. The course presents strategies for teaching mathematics emphasizing a conceptual understanding of topics typically taught in elementary, middle, and high school classrooms, such as numbers and numeration, fractions, decimals, ratios, proportions, as well as concepts in algebra and geometry and advanced mathematics, data analysis, probability and statistics. High leverage practices, methods and materials for the sequential development of number sense, operations, equations and algebraic thinking will be discussed and practiced. The impact of all levels of students who are learning English within the development of learning math will be addressed throughout the course. This course is also designed to facilitate the student’s development of critical analytical skills in the evaluation and interpretation of mathematics in theory and practice. As part of the Special Education (Education Specialist Instruction) Credential program, inclusionary strategies and techniques including but not limited to co-teaching and providing in class academic support will be emphasized.    
- [Course TC704: Teaching Reading](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=28460802): Teaching Reading & Language Arts: Reading and Language Arts is intended for candidates to use subject matter knowledge to plan, deliver, assess and reflect on language arts instruction for all students, consistent with Common Core and California State Standards. This course examines concepts in reading including formal and informal methods for assessing a student’s assets and strengths in order to plan effective instruction. High leverage practices, methods and materials for the sequential development of decoding, encoding, fluency, vocabulary and reading comprehension will be discussed and practiced. Candidates will understand the impact of English Language learning on the development of all reading, literacy, and languarts arts for the full range of learners.This course is also designed to facilitate the candidate's development and progression of critical analytical skills in the evaluation and interpretation of reading and language arts in theory and practice. Inclusive strategies and techniques including but not limited to co-teaching and providing in class academic support will be emphasized.
- [Course TC642: Advanced Seminar in Teaching and Learning](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=29691014): TC #642 Spring Field Experience Seminar in Teaching and Learning This course is intended for candidates who will work with Extensive Support Needs, Mild to Moderate Support Needs, as well as families of young children with special needs. Candidates will learn about the High Leverage Practices which support a diverse population of students in both a General Education and Special Education inclusion classroom setting. Through their coursework and fieldwork the candidate will learn and demonstrate the knowledge, skills, and abilities to provide safe, healthy, and supportive learning environments to meet the needs of every child in the classroom setting, and to know and be able to apply pedagogical theories, principles, and instructional practices for the comprehensive instruction of all students. The focus will be on collaboration, embedded instruction, and putting together all of the elements of high leverage practice together toward designing a classroom with built-in inclusive practices. Candidates will learn how to collaborate with professionals and families to support all children in the classroom.  The course will include a review of a child’s social-emotional and cognitive development in the context of structuring classroom environments and guiding instructional practices. (Piaget, Kohlberg, Erikson and Maslow).  Candidates will learn how to create inclusive learning environments and use their understanding of all students' developmental levels to provide effective instruction and assessment for all students, including students with disabilities and students who are English language/dual language learners. Candidates will develop a deeper understanding of the needs of their students and families and seek the appropriate related services, both within the school and within the community, to provide an optimal learning environment for the diverse needs of their students. In doing so, Candidates will recognize their own values and implicit and explicit biases and how those impact teaching. Candidates will engage in reflective practices that strengthen their teaching practices and knowledge of pedagogical understanding and implementation to improve student learning.
- [Course TC411B: Advanced Typical/Atypical Development and Health Concerns](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=29693438): This course expands the learning from the introduction course into a deeper understanding of trauma informed care and continues with the impact of sensory and mobility challenges onto the physiological and sociological effects of the abuse of alcohol, narcotics, and drugs and the use of tobacco. With a focus on inclusive practices, candidates will further expand their learning of strategies for  accommodations and modifications for working with children with serious medical issues as well as working with families. Course content includes a deep understanding of the medical and health problems evolving from perinatal developmental risk factors, and/or chronic medical conditions, and the physiological and sociological effects of the abuse of alcohol, narcotics, and drugs and the use of tobacco.   Candidates will understand the medical team functions, interpretation of medical histories; specialized medical equipment; family reactions and coping strategies; and how community resources are addressed. Candidates will learn about the federal, state and local policies regarding working with specialized health care. Extensive Support Needs and ECSE candidates only will complete an additional Deaf-Blindness and Instructional Strategies Module and Discussion Board.
- [Course TC403: Collaboration Skills](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=29693881): Teaming, partnerships, and collaboration are practices that special educators must embrace and continually hone and refine. Attitudes, skills, and dispositions that foster healthy and productive collaborative relationships are essential for working with teams to provide services for individuals with disabilities. This course focuses on these attitudes, skills, and dispositions, and empowers special educators to examine the benefits and challenges of collaborating with others to maximize the learning potential of every student, including students who are culturally and linguistically diverse. Reflective practice is an integral part of this course, and students will be expected to provide reflections following various video presentations and discussions.
- [Course TC622: Family Systems and Parent Education](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=29698693): This course is designed to provide students with the skills required to work effectively with the families of children and youth with disabilities including the network of service providers and community agencies with which these families interact. The course content emphases is the family in areas such as; family systems, life stages, transitions, partnerships with professionals. In addition, content includes professional skill areas which are critical to the work; such as methods, techniques and or strategies about how to partner and learn with families to support service delivery, advocacy and facilitating assessments including how the professional as an “adult learner” can facilitate problem solving (i.e. coping) communication (i.e. active listening) and parent education.
- [Course TC804: Transition Education and Services](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=29698889): TC804 Transition Education and Services
- [Course TC300-MMSN: Education Specialist Bridge Authorization Program](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=29789877): Apply Now This   bridge   authorization   course is designed for those teachers with clear education specialist credential issued prior to July 01, 2022. The CTC issued the new credential standards which added several new disability categories to both the Extensive Support Needs and the Mild to Moderate Support Needs credentials. In order for the prior credentialed candidates to   bridge   the new standards with their current clear credential, they must have a like credential. What that means is a candidate who holds a moderate to severe clear credential can only take the ESN   bridge   course to make sure they meet with the new ESN credential requirements. Candidates who wish to use the   bridge   courses to get their new credential, must have a clear credential that was issued prior to the new standards went into effect in July 2022.
- [Course TC300-ESN: Education Specialist Bridge Authorization Program](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=29849230): Apply Now This bridge authorization course is designed for those teachers with clear education specialist credential issued prior to July 01, 2022. The CTC issued the new credential standards which added several new disability categories to both the Extensive Support Needs and the Mild to Moderate Support Needs credentials. In order for the prior credentialed candidates to bridge the new standards with their current clear credential, they must have a like credential. What that means is a candidate who holds a moderate to severe clear credential can only take the ESN bridge course to make sure they meet with the new ESN credential requirements. Candidates who wish to use the bridge courses to get their new credential, must have a clear credential that was issued prior to the new standards went into effect in July 2022
- [Course TC300-ECSE: Education Specialist Bridge Authorization Program](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=29849469): Apply Now This bridge authorization course is designed for those teachers with clear education specialist credential issued prior to July 01, 2022. The CTC issued the new credential standards which added several new disability categories to both the Extensive Support Needs and the Mild to Moderate Support Needs credentials. In order for the prior credentialed candidates to bridge the new standards with their current clear credential, they must have a like credential. What that means is a candidate who holds a moderate to severe clear credential can only take the ESN bridge course to make sure they meet with the new ESN credential requirements. Candidates who wish to use the bridge courses to get their new credential, must have a clear credential that was issued prior to the new standards went into effect in July 2022
- [Course TC780S: Coaching/Eportfolio](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=29923202): This is a field-based course to measure competency as an intern teacher. Through this course you will complete self-assessments, develop an individual development plan, submit a video of the instructional environment you have created and annotate video evidence of your competencies as an intern teacher. Although all TPEs domains will be reviewed during the two semesters of Support and Supervision, the Specific Learning Objectives are focused on Developing as a Professional Educator. This course involves Supervised support, feedback and observation and coaching of interns and new teachers. This includes collaborative evaluation of the Individual Development or Learning Plan. This course is a complement to TC 642
- [Course MSTC402: Classroom Management and PBIS](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30333285): Multiple Subject Teaching Credential Program Course: MSTC 402 Classroom Management and PBIS This course focuses on teaching candidates how to develop a positive classroom environment that supports learning. Candidates will learn the information on laws and regulations as they relate to promoting positive behavior, self-regulation, and safe schools for all students. Candidates will learn how to manage a classroom and build structures that support student engagement and motivation. Candidates will also learn how to monitor, assess, manage, and teach positive classroom behaviors. Candidates will review classroom and school management strategies and develop individual behavior management plans. Candidates learn advanced strategies and interventions for preventing, minimizing, and resolving challenging behaviors in the classroom as well as how to facilitate acceptable behaviors. Candidates will learn about school wide positive supports and their role in promoting safe schools and positive social emotional learning, including but not limited to restorative justice and anti-bullying strategies. Within the course, candidates will learn strategies for working with families and be able to identify their own behaviors that may impact behavior in students.
- [Course MSTC403: Collaboration](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30334212): Teaming, partnerships, and collaboration are practices that educators must embrace and continually hone and refine. Attitudes, skills, and dispositions that foster healthy and productive collaborative relationships are essential for working with teams to provide services for a variety of students in the educational setting. This course focuses on these attitudes, skills, and dispositions and empowers educators to examine the benefits and challenges of collaborating with others to maximize the learning potential of every student, including students who are culturally and linguistically diverse. Reflective practice is an integral part of this course, and students will be expected to provide reflections following various video presentations and discussions.
- [Course MSTC404: Introduction to Teaching: Curriculum for Inclusive Classrooms](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30334232): Multiple Subject Teaching Credential Program This course provides an introduction to the profession of teaching in the inclusive environment. Candidates will be introduced to the following concepts: historical aspects of education (incorporating both general education and special education, inclusive education, multi-tiered systems of support, universal design for learning, common core and ELD standards, 21st Century Learning to ensure a learning environment that is physically, mentally, intellectually and emotionally safe and healthy (including addressing bullying, racism, and sexism among students). Candidates will also be introduced to a variety of instructional strategies and resources. Candidates will learn and be able to understand & demonstrate the following concepts: lesson design & planning, use of Common Core standards, social-emotional learning. Candidates will show knowledge of students’ prior experiences, funds of knowledge, interests, and social-emotional needs. Candidates will utilize a student's cultural, language, and socioeconomic backgrounds as a means to engage learning. Candidates will access resources to support students in need as well as collaborate with other educators and the larger school community. Candidates will receive an overview of the stages of child development and the relationship between development and student learning. Candidates will begin to learn about the components of an IEP. They will gain understanding regarding the integration of goals from IEPs into lesson plans. Candidates will begin to learn about 504 plans. Candidates will provide opportunities and teach advocacy strategies for students to meet their specific learning needs and provide opportunities for students to support each other.
- [Course MSTC406: Working with Language Diverse Communities](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30334388): Multiple Subject Teaching Credential Program This course provides a foundation for candidates working in cross-cultural settings and how to effectively support the home-school connection for strong student success. Candidates will learn about cultural values, including cultural shock, inter- and intra- group differences, health and healing values, attitudes toward individuals with disabilities, child rearing practices through the exploration of underlying concepts such as acculturation and assimilation, intervention strategies/support services and language issues. The course will investigate family support principles as a key strategy in working with language diverse families. The course is designed to facilitate the student’s development of critical analytical skills in the evaluation and interpretation of cross-cultural issues in theory and practice. Topics on building equity to empower all learners will be embedded during class.
- [Course MSTC410: Special Topics: Evidence Based Practices in Autism, ID, and other interventions](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30334515): This course is organized to prepare teacher candidates with the knowledge necessary to select and use evidence-based assessments and interventions in the classroom setting to support students with special learning needs. There will be a special emphasis on social, behavior, and academic Evidence Based Practices in Autism, sensory and focus difficulties and the challenges faced by families in supporting children with special learning needs. Candidates will learn Evidence Based Practices that apply to multiple disability categories, support needs and subject areas. This course interconnects the instructional strategies learned in the core curriculum courses and the progress monitoring knowledge of the assessment course. Candidates will be presented with, learn and apply evidence- based intervention practices that have been demonstrated to be effective in inclusion settings. This is a practical fieldwork course during which candidates will demonstrate the ability to implement universal assessments, class wide interventions, research based preference assessments, and evidence based reading and math interventions.
- [Course MSTC542A: Field Experience Seminar in Teaching and Learning](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30334566): Candidates will learn about the High Leverage Practices which support a diverse population of students in both a General Education and Special Education inclusion classroom setting. Through their coursework and fieldwork the candidate will learn and demonstrate the knowledge, skills, and abilities to provide safe, healthy, and supportive learning environments to meet the needs of every child in the classroom setting, and to know and be able to apply pedagogical theories, principles, and instructional practices for the comprehensive instruction of all students. The focus will be on classroom design, positive behavior intervention supports and group contingencies. The course will include a review of the psycho-social stages of development in children (Maslow, Erikson, Vygotsky and Kohlberg). Candidates will learn how to create inclusive learning environments and use their understanding of all students' developmental levels to provide effective instruction and assessment for all students, including students with disabilities and students who are English language learners. Candidates will learn how to maintain ongoing communication and collaborate with students, families, and professional colleagues to support all children in an inclusive classroom.
- [Course MSTC623: Professional, Legal, and Ethical Aspects of Education](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30334588): This course explores the professional, ethical and legal responsibilities of teachers in public education. Candidates will be able to understand their professional roles as teachers and as mandated reporters. Ethical considerations regarding professional conduct will be presented. Candidates will explore the concept of safe schools and maintaining an environment free from bullying. Teacher candidates will be able to describe their obligations within special education to provide compliance and free appropriate public education to students with disabilities and those who are English language learners at any level.
- [Course MSTC705: Teaching Mathematics](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30334614): Multiple Subject Teaching Credential Program This course is intended for candidates to use subject matter knowledge to plan, deliver, assess, and reflect on math instruction for all students, consistent with Common Core and California State Standards. The course presents strategies for teaching mathematics emphasizing a conceptual understanding of topics typically taught in elementary and middle school, including the four Domains: Number sense; Algebra and Functions; Measurement and Geometry; Statistics, Data Analysis, and Probability. High leverage practices, methods and materials for the sequential development of thinking will be discussed and practiced. This course is also designed to facilitate the candidate's development of critical analytical skills in the evaluation and interpretation of mathematics in theory and practice. Strategies for developing English Language Mathematical Literacy and Language will be included in this course. Inclusionary strategies and techniques including but not limited to co-teaching and providing in class academic support will be emphasized.
- [Course MSTC706: Integrated History Social Science & Visual Performing Arts](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30335730): This course is organized to prepare candidates to teach integrated history social studies/visual performing arts in a general education inclusive setting in order to help students develop a better understanding of the cultures, events, and historical relevance of a specific time period or event. Additionally, this course is designed to prepare candidates in developing an interdisciplinary approach to History Social Science (History, Government/Civics, Geography, Economics) and Visual Performing Arts (Dance, Media Arts, Music, Theater, Visual Arts) instruction by providing multiple learning opportunities for diverse learners to develop as artistically literate individuals as well as connect to the importance of the arts across time and culture. The course is designed to help teachers create a literacy rich, inquiry based curriculum where students ask questions, develop and support arguments, conduct independent research, evaluate interpretations and evidence, and present findings in a cogent and persuasive manner.
- [Course MSTC708: Teaching Physical Education & Health](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30336121): In this course, candidates will learn about the interconnection of PE and Health standards with a focus on students developing a healthy, productive quality of life. Students will demonstrate an understanding of the alignment of curriculum, instruction and assessment of both PE and Health standards. A focus on high risk behaviors (bullying, substance abuse, nutrition, etc.) will be addressed from both an instruction and recognition lens for candidates. Candidates will learn how to promote health-literate and health-informed students through a whole child approach that addresses physical health and mental health.
- [Course MSTC780F: Support and Supervision](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30336155): This is a field-based course to measure competency as an intern teacher. Through this course you will complete self-assessments, develop an individual development plan, submit a video of the instructional environment you have created and annotate video evidence of your competencies as an intern teacher. Although all TPEs domains will be reviewed during the two semesters of Support and Supervision, the Specific Learning Objectives are focused on Developing as a Professional Educator. This course involves Supervised support, feedback and observation and coaching of interns and new teachers. This includes collaborative evaluation of the Individual Development or Learning Plan. This course is a complement to TC 542 and TC 642. This syllabus includes information about both the Fall and Spring Section of this course.
- [Course MSTC780S: Support and Supervision](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30336198): Thrive as a new teacher with MSTC 780S! Gain supervised support, feedback, and coaching to develop your skills and meet teaching standards. Refine your practice through self-assessment, video analysis, and collaboration.
- [Course MSTC802: Advanced Curriculum and Instruction](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30336213): In this advanced course, candidates will develop curriculum and design instructional strategies with a focus on developing a curriculum that provides reasonable accommodations to all children including those with disabilities and those who are learning English. A focus on research-based approaches for designing, adapting, prescribing, and delivering instruction in content areas. Candidates will engage in progress monitoring as well as other assessment methodologies to guide instruction for all students within their classroom. Relevant standards will be used when designing and using standards-based, individualized instruction that is appropriate, and systematic for all students including students with cultural, linguistic socio-economic, gender and sexual orientation diversity considerations. Through differentiation, candidates will access the general education curriculum to support all students in active participation in lessons with the necessary supports, services and adaptations required for each student. This course focuses on reflective practices and the attitudes, skills, and dispositions which empowers educators to examine the benefits and challenges of collaborating with others to maximize the learning potential of every student, including students who are culturally and linguistically diverse.
- [Course MSTC642: Field Experience Seminar in Teaching and Learning](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30337701): Candidates will learn about the High Leverage Practices which support a diverse population of students in both a General Education and Special Education inclusion classroom setting. Through their coursework and fieldwork the candidate will learn and demonstrate the knowledge, skills, and abilities to provide safe, healthy, and supportive learning environments to meet the needs of every child in the classroom setting, and to know and be able to apply pedagogical theories, principles, and instructional practices for the comprehensive instruction of all students. The focus will be on collaboration, embedded instruction, and putting together all of the elements of high leverage practice together toward designing a classroom with built-in inclusive practices. Candidates will learn how to collaborate with professionals and families to support all children in the classroom. The course will include a review of a child’s social-emotional and cognitive development in the context of structuring classroom environments and guiding instructional practices. (Piaget, Kohlberg, Erikson and Maslow). Candidates will learn how to create inclusive learning environments and use their understanding of all students' developmental levels to provide effective instruction and assessment for all students, including students with disabilities and students who are English language/dual language learners. Candidates will develop a deeper understanding of the needs of their students and families and seek the appropriate related services, both within the school and within the community, to provide an optimal learning environment for the diverse needs of their students. In doing so, Candidates will recognize their own values and implicit and explicit biases and how those impact teaching.
- [Course SPED411B: Advanced Typical/Atypical Development and Health Concerns](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30603488): This course expands the learning from the introduction course into a deeper understanding of trauma informed care and continues with the impact of sensory and mobility challenges onto the physiological and sociological effects of the abuse of alcohol, narcotics, and drugs and the use of tobacco. With a focus on inclusive practices, candidates will further expand their learning of strategies for accommodations and modifications for working with children with serious medical issues as well as working with families. Course content includes a deep understanding of the medical and health problems evolving from perinatal developmental risk factors, and/or chronic medical conditions, and the physiological and sociological effects of the abuse of alcohol, narcotics, and drugs and the use of tobacco. Candidates will understand the medical team functions, interpretation of medical histories; specialized medical equipment; family reactions and coping strategies; and how community resources are addressed. Candidates will learn about the federal, state and local policies regarding working with specialized health care. Extensive Support Needs and ECSE candidates only will complete an additional Deaf-Blindness and Instructional Strategies Module and Discussion Board
- [Course SPED531: Infant/Toddler Internship/Field Experience](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30603651): This internship is an advanced level supervised field experience that focuses on teaching/intervention with birth -3 year olds within natural environments and least restrictive environments for inclusive practices. This is a performance-evidenced experience that requires direct observation. Candidates will be expected to provide documented evidence related to demonstrated competency in relation to referral, assessment, IFSP/IEP/BSP processes, home-based intervention, classroom instruction, materials and classroom modification, consultation, collaboration, co-teaching, in-service training, behavioral planning and intervention for children of all learning levels including English learners. Observations and practical experiences across age groups and educational settings for which the education specialist credential will be certified are mandatory. Candidates must also provide evidence of working with English language learners with concurrent special education IFSP/IEP documented needs. You will need to complete a minimum of 12 hours of direct observation of early intervention services. This does not include travel or prep. One must include an intake assessment, or an Initial or Annual IFSP. Eight of these must be delivered by a credentialed ECSE, the others may be done with a speech therapist, occupational therapist, physical therapist, special Ed teachers (visually impaired, deaf/HOH, and/or orthopedically impaired) . Ideally, 2-3 of these will include 1-hour observations with the same child/family, and at least 4 hours must include a child with a low incidence disability (hearing, vision, and/or orthopedic). Your observation log is available on Canvas.
- [Course SPED701: Collaborative and Case Management](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30605064): The course provides teachers with an understanding of educational principles and practices used to develop short and long range planning for students in the inclusive setting. Universal Design for Learning and other strategies will be explored. Candidates will learn how to locate and apply information about current academic status and learning needs, including but not limited to, assessment data, language proficiency and cultural background, in order to plan for instructional purposes. The course also provides an overview of educational principles and practices for identifying and teaching diverse students in the inclusive classroom who demonstrate various disabilities including but not limited to: mild intellectual disabilities, learning disabilities, attention deficit/hyperactivity disorders, physical impairments, traumatic brain injuries, homelessness, foster youth, incarceration, medically fragile youth, and emotional/behavior disorders. Candidates will further their understanding of the IEP process by learning how to monitor progress and make adjustments as appropriate. Common compliance issues will be presented. During the course, Candidates will be provided information regarding the referral process, procedural safeguards, manifestation determination/expulsion and timelines
- [Course SPED804: Transition Education and Services](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30605261): SPED 804 Transition Education and Services
- [Course SPED928: Advanced Instructional Strategies](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30605402): This course is intended for students that have a basic understanding of pedagogy and the foundations of teaching who currently possess a California Teaching Credential. This course provides an in-depth learning experience in the teaching of mathematics and language arts based on the California Common Core Standards. Strategies emphasize a conceptual understanding of topics typically taught in elementary, middle, and high school classrooms will be discussed and practiced. Candidates will learn about Universal Design for Learning (UDL) and high leverage practices as it relates to students with disabilities and students from diverse backgrounds. Evidence-based interventions will be examined as well as developing appropriate goals and progress monitoring of those goals. As part of the EPIC program, inclusionary strategies and techniques including but not limited to co-teaching and providing in class academic support will be emphasized
- [Course SCI707: Teaching Science](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30605475): This course reflects a developmental approach to science instruction congruent with the Next Generation Science Standards (NGSS). NGSS allows for a focus on teaching students the practices that scientists and engineers use to apply the knowledge of science to solving real-world problems. NGSS deepens students' conceptual understanding, critical thinking, and communication skills. This course builds upon state-adopted science academic content standards and balances between information, concepts, and investigations. Candidates will gain a deep understanding of engaging students in the learning process through the use of natural phenomena with students to assess interest and prior knowledge. Additionally, candidates will utilize a wide range of resources and materials to meet the developmental, academic, and language levels within their classroom, furthering an understanding that science is an accessible subject for all students. Candidates will also reflect on their own science content knowledge and learn methods for addressing their own scientific misconceptions.
- [Course ACOE-TC407: Development of Language and Literacy](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30606949): This course is specifically designed for participants in the Alameda County Office of Education (ACOE) program. Introduction to language development; linguistic terminology and components of languages; biological basis of language; theories of language acquisition; stages of language development; environmental factors; language diversity factors; bilingualism; characteristics of and intervention for language disorders; emergent literacy; assessment of language; second language learning and language changes throughout the lifespan. This course assists candidates in learning from current research and practice how cognitive, pedagogical, and individual factors affect students’ language acquisition. It focuses on understanding how to effectively use materials, methods and strategies for English language development that are responsive to the individual developmental learning needs of each child This course will increase the student’s knowledge base concerning the learner, the teacher, the language-learning process, normal and atypical language acquisition, learning environments, learning styles, language learning strategies, second language learning and key theoretical perspectives on language learning and development. Current and past practices concerning speech and language acquisition will be reviewed. Information concerning language and early literacy development will assist the student to become a competent collaborator in terms of developing language development programs and a decision-maker regarding referrals for further assessment This course will focus on typical/atypical language development, language learning and students with disabilities. Candidates will become knowledgeable on identifying language development needs versus language acquisition needs.
- [Course ACOE-TC620: Assessment Administration and Best Practices](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30607281): This course is specifically designed for participants in the Alameda County Office of Education (ACOE) program. This course includes hands-on practice selecting, administering, scoring, reporting and interpreting alternative methods of assessing young children and youth with all levels of disabilities, survey of standardized and non-standardized assessment techniques and how they are employed to identify, develop programs, and monitor performance of your children and youth with disabilities. Included are the following: a review of recommended practices in assessment and education; alternative methods such as observations, portfolios, and curriculum-based. Candidates will administer formal assessment instruments, and construct, administer and evaluate informal assessments as well report writing and skill building in translating assessment results into educational planning. Attention is given to techniques required to ensure nonbiased, nondiscriminatory assessment and compliance with public law
- [Course SPED409: Augmentative/Alternative Communication & Assistive Technology](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30634484): This course is designed to provide candidates with the skills required to work effectively with children and youth who may need an augmentative and alternative communication system (AAC) and/or other assistive technology. The focus of this course will be on understanding the different forms of AAC and assistive technology (AT) to support the students with whom they will work. There will be a very strong emphasis on familiarity of AAC and AT tools, devices, augmentative aides and specific technology to support social interactions, accessing the general education curriculum, and independence. Portions of this course may be held in or demonstrated from the SCCOE AAC/AT Lab where candidates will see AAC devices first hand
- [Course SPED545: Advanced Curriculum & Instruction Extensive Support Needs](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30995261): This course examines curriculum, behavior, communication skills and the needs of children and youth with Extensive Support Needs requiring intensive instruction in two or more of the following domains: academics, communication, gross/fine motor, social-emotional, behavioral, vocational and adaptive/daily living skills. The supports also often include health, movement and sensory support. The course focuses on implications and evidence-based methods of assessment and curriculum development for individuals with various disabilities to include autism, deafblindness, emotional disturbance, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, and traumatic brain injury. Included is information on curriculum adaptation and self-advocacy. Special attention will be given to the challenges of teaching mathematics. This course also discusses positive behavior intervention planning and communication skills strategies that allow individuals with a wide range of disabilities to participate in inclusive education settings. Candidates will complete a signature project of an adapted instructional program and task analysis. Each class will begin with an English Learner Case Analysis and Discussion specific to at least one student in the course
- [Course SPED541: Reading and Language Arts - ESN](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30996162): This course examines concepts in reading including formal and informal methods for determining a student’s reading ability to plan effective instruction. Methods and materials for the sequential development of decoding, encoding, fluency, vocabulary and reading comprehension will be discussed and practiced. Candidates will learn how to make a communication rich environment to support all students including those that are deaf-blind. The impact of all levels of students who are learning English within the development of learning reading will be addressed throughout the course.
- [Course SPED530E: Curriculum and Intervention for Young Children with Special Needs](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=30999634): The purpose of this course is to develop the skills necessary to provide quality intervention for young children with special developmental needs from birth to five years of age. It includes a study of the philosophies of early intervention, curricula resources and research-based intervention models and strategies. Assignments promote opportunities to simulate a variety of intervention techniques and to think critically about how relationships, environments, and materials affect a child’s experience of intervention. Play based assessments will be reviewed. Evidence-based intervention approaches for specific disability areas such as visual impairment, physical impairment, autism spectrum disorders and general developmental delay will be investigated. There will be special emphasis on English Learners and their families during class case discussions. Class discussions and assignments will expand on information provided in assigned readings and acquired through field experience
- [Course EDA 631-ASY: Visionary Leadership](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31157016): Participants are instructed on how to facilitate the development and implementation of a shared vision of learning and growth of all students. Program participants will learn how to shape a collective vision using multiple measures of data and focusing on equitable access, opportunities, and outcomes for all students. Participants will learn how to engage others in collaborative processes to develop a shared vision of teaching and learning, and will then learn how to guide and monitor decisions and outcomes using that shared vision.
- [Course EDA 632-ASY: Professional Learning](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31157529): Professional Learning leaders promote a culture in which staff engage in individual and collective professional learning that results in their continuous improvement and high performance. Participants will learn to develop trust, lead the change process, engage in reflective practice, and develop, monitor and evaluation professional development.
- [Course EDA 633-ASY: Instructional Leadership](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31157707): Candidates will be provided with the “Will and Skill” to learn evidence-based methodologies to becoming an effective instructional equity leader in pre-k to 12 schools. Grounded in best practices in adult learning theory and effective instructional leadership, the candidates will engage in experiential learning to gain hands-on practice of supporting leadership and instructional practices with teachers. Coupled with Equity principles, the course will provide course content and administrator’s standards (CAPEs and CACES) to ensure Equity is the foundation of becoming an instructional leader in schools.
- [Course EDA 634-ASY: Management, Learning Environment and Ethics](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31157846): Aspiring leaders will learn the importance of modeling and behaving in ways that demonstrate professionalism, ethics, integrity, justice, and equity to cultivate a safe and productive learning and working environment. This course addresses a variety of management and learning environment elements including: operations and facilities, plans and procedures; school and district climate; and fiscal and human resources. Participants learn ethical decision-making strategies that will help identify personal and institutional biases that derive from educational disadvantage and/or discrimination. Participants will also learn reflective practice in order to continuously improve and be up-to-date with educational research, literature, and best practices.
- [Course EDA 635-ASY: Facilitating Teacher Growth](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31157932): Aspiring leaders will learn to facilitate teacher growth through coaching, evaluating and providing feedback to teachers to improve instructional practices that promote equity/social justice in the classroom. Aspiring leaders will understand and distinguish between coaching and evaluation. Aspiring leaders will learn to facilitation, consultation and mediation/problem solving skills.
- [Course EDA 636-ASY: Education Policy, Systems, and Community Leadership](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31158038): Candidates will be provided an overview of the role of educational leaders in influencing political, social, economic, legal and cultural contexts affecting education. This course will address how leaders develop greater public understanding of education policy and how leaders use their understanding of social, cultural, economic, and political contexts to shape policies so every student graduates ready for college and career. Additionally, participants will learn how to successfully engage with governing board, district, local leaders and the broader community to influence policies that benefit students and support the improvement of teaching and learning.
- [Course TC785F: Practicum for Additional EPP Credential](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31188809): TC785F-100 Practicum for Additional EPP Credential
- [Course TC425: ECSE Neurodiversity and Autism](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31308736): This course is delivered online in an asynchronous format.
- [Course TC525: ESN/MSN Neurodiversity and Autism](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31308764): This course is delivered online in an asynchronous format.
- [Course TC625: Multiple Subject Neurodiversity and Autism](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31308790): This course is delivered online in an asynchronous format.
- [Course TC850: Advanced Literacy](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31308808): TC850 Advanced Literacy is an asynchronous course.  
- [Course SEC710: Secondary Content Literacy](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31309210): SEC710  Secondary Content Literacy
- [Course ACOE-TC780S: Coaching/Eportfolio](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31323316): This is a field-based course to measure competency as an intern teacher. Through this course you will complete self-assessments, develop an individual development plan, submit a video of the instructional environment you have created and annotate video evidence of your competencies as an intern teacher. Although all TPEs domains will be reviewed during the two semesters of Support and Supervision, the Specific Learning Objectives are focused on Developing as a Professional Educator. This course involves Supervised support, feedback and observation and coaching of interns and new teachers. This includes collaborative evaluation of the Individual Development or Learning Plan. This course is a complement to TC 642
- [Course TC790A: Practicum for Additional EPP Credential TPA](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31393098): This is a field-based course to measure competency as an intern teacher. Through this course you will complete self-assessments, develop an individual development plan, submit a video of the instructional environment you have created and annotate video evidence of your competencies as an intern teacher. Although all TPEs domains will be reviewed during the two semesters of Support and Supervision, the Specific Learning Objectives are focused on Developing as a Professional Educator. This course involves Supervised support, feedback and observation and coaching of interns and new teachers. This includes collaborative evaluation of the Individual Development or Learning Plan.
- [Course TC785S: Practicum for Additional EPP Credential](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31422004): TC785S Practicum for Additional EPP Credential
- [Course TC900: Completer Course](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31443278): TC900 Completer Course- enrollment by staff only. 
- [Course SF-TC300-MMSN: Education Specialist Bridge Authorization Program](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31624984): San Francisco Unified School District/County Office of Education Education Specialist Bridge Authorization Program Course This course is only for San Francisco Unified School District/County Office of Education employees taking part in the District Education Specialist Bridge Authorization Cohort with Educator Preparation Programs. This bridge authorization course is designed for those teachers with clear education specialist credential issued prior to July 01, 2022. The CTC issued the new credential standards which added several new disability categories to both the Extensive Support Needs and the Mild to Moderate Support Needs credentials. In order for the prior credentialed candidates to bridge the new standards with their current clear credential, they must have a like credential. What that means is a candidate who holds a moderate to severe clear credential can only take the ESN bridge course to make sure they meet with the new ESN credential requirements. Candidates who wish to use the bridge courses to get their new credential, must have a clear credential that was issued prior to the new standards went into effect in July 2022.
- [Course SF-TC300-ESN: Education Specialist Bridge Authorization Program](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31625269): San Francisco Unified School District/County Office of Education Education Specialist Bridge Authorization Program Course This course is only for San Francisco Unified School District/County Office of Education employees taking part in the District Education Specialist Bridge Authorization Cohort with Educator Preparation Programs. This bridge authorization course is designed for those teachers with clear education specialist credential issued prior to July 01, 2022. The CTC issued the new credential standards which added several new disability categories to both the Extensive Support Needs and the Mild to Moderate Support Needs credentials. In order for the prior credentialed candidates to bridge the new standards with their current clear credential, they must have a like credential. What that means is a candidate who holds a moderate to severe clear credential can only take the ESN bridge course to make sure they meet with the new ESN credential requirements. Candidates who wish to use the bridge courses to get their new credential, must have a clear credential that was issued prior to the new standards went into effect in July 2022.
- [Course SF-TC300-ECSE: Education Specialist Bridge Authorization Program](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31625276): San Francisco Unified School District/County Office of Education Education Specialist Bridge Authorization Program Course This course is only for San Francisco Unified School District/County Office of Education employees taking part in the District Education Specialist Bridge Authorization Cohort with Educator Preparation Programs. This bridge authorization course is designed for those teachers with clear education specialist credential issued prior to July 01, 2022. The CTC issued the new credential standards which added several new disability categories to both the Extensive Support Needs and the Mild to Moderate Support Needs credentials. In order for the prior credentialed candidates to bridge the new standards with their current clear credential, they must have a like credential. What that means is a candidate who holds a moderate to severe clear credential can only take the ESN bridge course to make sure they meet with the new ESN credential requirements. Candidates who wish to use the bridge courses to get their new credential, must have a clear credential that was issued prior to the new standards went into effect in July 2022.
- [Course SPED 533: Teaching Reading and Language Arts (ECSE)](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31693587): This course examines concepts in reading including formal and informal methods for determining a student’s pre-reading and reading, and provides candidates with tools  to plan effective instruction for young children. Methods and materials for the sequential development of pre-reading skills, decoding, encoding, fluency, vocabulary, and reading comprehension will be discussed and practiced. Candidates will learn how to create communication- and language-rich environments that support all young children, including those with disabilities. The impact of diverse communication modalities and the experiences of children who are dual language learners will be addressed throughout the course within the context of early literacy development. Equity Focused Outcomes Establish a working definition of Equity as it Relates to Literacy. Explore how teacher capacity and confidence promote equitable literacy education for all students.  for the purposes of creating more socially just learning environments (CTC – Teaching Performance Expectations – Program Standards - Introduction). EPP embodies the idea that learning opportunities are relevant, reflective and relationship driven. All EPP coursework is based on the reality that teachers must act, plan and implement in ways that indicate inclusive practice as a way of being, seeing, leading and advocating. Our programs lead to all teaching candidates who not only become Inclusive Educators but advocates that are continually pushing the needle toward more inclusive environments no matter the context of inclusion they are currently working within.   
- [Course TC950: Class Completion Supervisory Course](https://eppscholar.sccoe.org/search/publicCourseSearchDetails.do?method=load&courseId=31849560): This course is staff-enroll only. Please contact your adivsor if you have any questions. 

## Certificates

There are no currently available certificates.


LAST_UPDATED: 2026-09-11