Infused CompetenciesAuthorization to Teach English LearnersSpecial EducationTechnologyEDSS 521 – Literacy in the Secondary School (3 credits)Fall 2003: Part-time Cohort (CRN: 41740)Michelle Mullen, M.Ed. Class Meets: Thursdays 6:00–8:45(760) 750-8227University Hall: Room 307Office Hours: before and after class and by arrangementCourse DescriptionCourse GoalsTeacher Performance Expectation CompetenciesPrimary EmphasisSecondary Emphasis:AUTHORIZATION TO TEACH ENGLISH LEARNERS COMPETENCIESPART 1:LANGUAGE STRUCTUREPART 2:METHODOLOGY OF BILINGUAL ENGLISH LANGUAGE DEVELOPMENT, AND CONTENT INSTRUCTIONPART 3:CULTURE ANDCULTURAL DIVERSITYI. The Nature of CultureIII. Cultural ContactRequired TextsOptional TextsOther Texts You Might Find Useful (Ask for ordering information)AssignmentsSummative Assessment Criteria for EDSS 521GRADING NOTESAttendanceTentative Calendar (Subject to Change)DateTopicReading Assignment DueAssignment Due10/30Self-Evaluation of Course Goals for __________________________Course GoalsSeptemberDecemberPlease type your autobiography in a standard font, 12 pt., double-spaced, with 1” margins.Note: As you evaluate your observation report, circle the descriptors above that best describe the attached assignment. Attach the rubric to your observation report before you submit it.Total Overall Score BreakdownCalifornia State University San MarcosCOLLEGE OF EDUCATIONEDSS 521 – Literacy in the Secondary School (3 credits)Fall 2003: Part-time Cohort (CRN: 41740)Michelle Mullen, M.Ed. Class Meets: Thursdays 6:00–8:[email protected] Academic Hall: Room 404(760) 750-8227 University Hall: Room 307Office Hours: before and after class and by arrangementEDSS 521 – Syllabus 1College of Education Mission StatementThe mission of the College of Education Community is to collaboratively transform public education by preparing thoughtfuleducators and advancing professional practices. We are committed to diversity, educational equity, and social justice,exemplified through reflective teaching, life-long learning, innovative research, and ongoing service. Our practices demonstratea commitment to student-centered education, diversity, collaboration, professionalism, and shared governance. (adopted by COE Governance Community October, 1997)Infused CompetenciesAuthorization to Teach English LearnersThis credential program has been specifically designed to prepare teachers for the diversity of languages often encountered inCalifornia public school classrooms. The authorization to teach English learners is met through the infusion of content andexperiences within the credential program, as well as additional coursework. Students successfully completing this programreceive a credential with authorization to teach English learners. See “Authorization to Teach English Learners Competencies.”(approved by CCTC in SB 2042 Program Standards, August 02) Special EducationConsistent with the intent to offer a seamless teaching credential in the College of Education, this course will demonstrate thecollaborative infusion of special education competencies that reflect inclusive educational practices.TechnologyThis course infuses technology competencies to prepare our candidates to use technologies, emphasizing their use in bothteaching practice and student learning. Candidates are expected to use technology as part of their professional practice, as wellStudents with Disabilities Requiring Reasonable AccommodationsStudents are approved for services through the Disabled Student Services Office (DSS). This office is located in Craven Hall5205, and can be contacted by phone at (760) 750-4905, or TTY (760) 750-4909. Students authorized by DSS to receivereasonable accommodations should meet with their instructor during office hours or, in order to ensure confidentiality, in a moreprivate setting.Course DescriptionThis course explores the issues of literacy development—reading, writing, listening, and speaking—across core content areas of the school curriculum. This course is designed to help secondary teachers better understand how language and literacy issues and processes are crucial to successful student learning and successful teaching across contexts and content areas. This course addresses the special needs of proficient readers and adolescents who struggle as readers and will help all teachers take responsibility for fostering attitudes and skills that encourage every student to utilize successful literacy for lifelong learning.Course GoalsCredential candidates will:1. understand the challenges of working with assumptions (personal and systemic) that ascribe literacy “responsibility” to only a few content areas. (TPE 1b, 12, 15)2. develop a growing awareness of the complexity of literacy acquisition and of defining literacy. (TPE 12)3. explain how context and culture affect literacy development. (TPE 4, 5, 7, 8, 11, 15)4. scaffold learning activities so that students of varied literacy backgrounds and skill levels have access to reading and writing a variety of texts. (TPE 4, 6c, 6d, 7, 9, 15)5. know SDAIE and apply its strategies effectively/appropriately in designing lessons. (TPE 4, 7, 6c, 6d)6. integrate literacy activities (including technology-based activities) in the content area to facilitate students learning content knowledge while also growing as readers, writers, speakers, and listeners. (TPE 1b, 4, 6c, 6d, 9, 14)7. develop methods for diagnosing students’ literacy skills in the context of their content area. (TPE 2, 3,8)8. assess the appropriateness of reading materials for students in their content area. (TPE 5, 9, 15)Teacher Performance Expectation CompetenciesThis course is designed to help teachers seeking the Single Subject Credential to develop the skills, knowledge, and attitudes necessary to assist schools and districts in implementing an effective program for all students. The successful candidate will be able to merge theory and practice in order to realize a comprehensive and extensive educational program for all students. The following TPE’s are addressed in this course (a full version of the TPE descriptions can be downloaded from the CoE webpage: www.csusm.edu--link to the College of Education via the Department Directory)::Primary EmphasisTPE 4 - Making Content AccessibleTPE 6c - Developmentally Appropriate Practices in Grades 9 -12TPE 6d - Developmentally Appropriate Practices for Special