EDUC ___ Syllabus/Schedule: Summer 2007
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Claremont Graduate University’s Teacher Education Internship Program
EDUC
Course Name (__ Units)
Summer 2007
Instructors
List your name. If you have a Ph.D., please make note of this. Example: DeLacy Ganley, Ph.D.
Telephone: (xxx) xxx-xxxx
Email:
Distinguished speakers (if any)




If you don’t have any guest speakers, simple write “N/A” under the first bullet.
If you do have guest speakers, please list them here with their specific topic in (parenthesis)
Example: Larry Ainsworth (Unpacking the CA Content Standards)
Example: Dr. Nadeen Ruiz (OLE Conditions; Addressing literacy in a bilingual special
education classroom; Importance of inclusion)
Meeting dates & times
Faculty, please find your class and delete the rest. Change your “blrub’s” font color from red to
black. See DeLacy if you have questions. Delete the underlined text which identifies your
course.
EDUC 301, 301-SP, 302: Summer-Start TLP I
Students are expected to attend all sessions. Being absent from class will adversely impact your
grade. This class meets 15 times, each for 3 hours:
Session #1: Tuesday, May 29 from 4-7pm
Session #2: Wednesday, May 30 from 4-7pm
Session #3: Thursday, May 31 from 4-7pm
Session #4: Monday, June 4 from 4-7pm
Session #5: Tuesday, June 5 from 4-7pm
Session #6: Wednesday, June 6 from 4-7pm
Session #7: Thursday, June 7 from 4-7pm
Session #8: Monday, June 11 from 4-7pm
Session #9: Tuesday, June 12 from 4-7pm
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Session #10: Wednesday, June 13 from 4-7pm
Session #11: Thursday, June 14 from 4-7pm
Session #12: Monday, June 18 from 4-7pm
Session #13: Tuesday, June 19 from 4-7pm
Session #14: Wednesday, June 20 from 4-7pm
Session #15: Thursday, June 21 from 4-7pm
EDUC 343: Methods (Tuesday, Thursday combo)
Students are expected to attend all sessions. Being absent from class will adversely impact your
grade. This class meets 9 times, each for 4 hours:
Session #1: Tuesday, June 26 from either 2-6pm or 4-8pm
**No class due to Job Fair: Thursday, June 28 (contact Ann.Lara@cgu.edu for details)**
Session #2: Tuesday, July 3 from either 2-6pm or 4-8pm
Session #3: Thursday, July 5 from either 2-6pm or 4-8pm
Session #4: Tuesday, July 10 from either 2-6pm or 4-8pm
Session #5: Thursday, July 12 from either 2-6pm or 4-8pm
Session #6: Tuesday, July 17 from either 2-6pm or 4-8pm
Session #7: Thursday, July 19 from either 2-6pm or 4-8pm
Session #8: Tuesday, July 24 from either 2-6pm or 4-8pm
Session #9: Thursday, July 26 from either 2-6pm or 4-8pm
320: Literacy (Tuesday, Thursday combo)
Students are expected to attend all sessions. Being absent from class will adversely impact your
grade. This class meets 9 times, each for 4 hours:
Session #1: Tuesday, June 26 from 2-6pm
**No class due to Job Fair: Thursday, June 28 (contact Ann.Lara@cgu.edu for details)**
Session #2: Tuesday, July 3 from 2-6pm
Session #3: Thursday, July 5 from 2-6pm
Session #4: Tuesday, July 10 from 2-6pm
Session #5: Thursday, July 12 from 2-6pm
Session #6: Tuesday, July 17 from 2-6pm
Session #7: Thursday, July 19 from 2-6pm
Session #8: Tuesday, July 24 from 2-6pm
Session #9: Thursday, July 26 from 2-6pm
ED324: Methods (Monday, Wednesday combo)
Students are expected to attend all sessions. Being absent from class will adversely impact your
grade. This class meets 9 times, each for 4 hours:
Session #1: Monday, June 25 from either 2-6pm or 4-8pm
Session #2: Wednesday, June 27 from either 2-6pm or 4-8pm
Session #3: Monday, July 2 from either 2-6pm or 4-8pm
**No class due to Independence Day: Wednesday, July 4th**
Session #4: Monday, July 9 from either 2-6pm or 4-8pm
Session #5: Wednesday, July 11 from either 2-6pm or 4-8pm
Session #6: Monday, July 16 from either 2-6pm or 4-8pm
Session #7: Wednesday, July 18 from either 2-6pm or 4-8pm
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EDUC ___ Syllabus/Schedule: Summer 2007
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Session #8: Monday, July 23 from either 2-6pm or 4-8pm
 Session #9: Wednesday, July 25 from either 2-6pm or 4-8pm
 IF YOU ARE IN A 2-6PM CLASS:
Please join us for the Intern Celebration Dinner on Wed., July 25th at 6:00pm in the
Mudd Quad.
 IF YOU ARE IN A 4-8PM CLASS:
Plan on taking a dinner break on Wed, July 25th at 6:00pm and joining us for the
Intern Celebration in the Mudd Quad. Plan on returning to class after this dinner
break.
EDUC 349, 348, 353: Methods (Monday, Wednesday combo)
Students are expected to attend all sessions. Being absent from class will adversely impact your
grade. This class meets 9 times, each for 4 hours:
Session #1: Monday, June 25 from 2-6pm
Session #2: Wednesday, June 27 from 2-6pm
Session #3: Monday, July 2 from 2-6pm
**No class due to Independence Day: Wednesday, July 4th**
Session #4: Monday, July 9 from 2-6pm
Session #5: Wednesday, July 11 from 2-6pm
Session #6: Monday, July 16 from 2-6pm
Session #7: Wednesday, July 18 from 2-6pm
Session #8: Monday, July 23 from 2-6pm
 Session #9: Wednesday, July 25 from 2-6pm
 Please join us for the Intern Celebration Dinner on Wed., July 25th at 6:00pm in
the Mudd Quad.
EDUC 326: Methods/Literacy for English (Monday-Thursday)
Students are expected to attend all sessions. Being absent from class will adversely impact your
grade. This class meets 18 times, each for 4 hours:
Session #1: Monday, June 25 from 2-6pm
Session #2: Tuesday, June 26 from 2-6pm
Session #3: Wednesday, June 27 from 2-6pm
**No class due to Job Fair: Thursday, June 28 (contact Ann.Lara@cgu.edu for details)**
Session #4: Monday, July 2 from 2-6pm
Session #5: Tuesday, July 3 from 2-6pm
**No class due to Independence Day: Wednesday, July 4th**
Session #6: Thursday, July 5 from 2-6pm
Session #7: Monday, July 9 from 2-6pm
Session #8: Tuesday, July 10 from 2-6pm
Session #9: Wednesday, July 11 from 2-6pm
Session #10: Thursday, July 12 from 2-6pm
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EDUC ___ Syllabus/Schedule: Summer 2007
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Session #11: Monday, July 16 from 2-6pm
Session #12: Tuesday, July 17 from 2-6pm
Session #13: Wednesday, July 18 from 2-6pm
Session #14: Thursday, July 19 from 2-6pm
Session #15: Monday, July 23 from 2-6pm
Session #16: Tuesday, July 24 from 2-6pm
 Session #17: Wednesday, July 25 from 2-6pm
Session #18: Thursday, July 26 from 2-6pm
 Please join us for the Intern Celebration Dinner on Wed., July 25th at 6:00pm in
the Mudd Quad.
EDUC 327: Methods/Literacy Spanish (Monday-Thursday)
Students are expected to attend all sessions. Being absent from class will adversely impact your
grade. This class meets 18 times, each for 4 hours:
Session #1: Monday, June 25 from 2-6pm
Session #2: Tuesday, June 26 from 2-6pm
Session #3: Wednesday, June 27 from 2-6pm
**No class due to Job Fair: Thursday, June 28 (contact Ann.Lara@cgu.edu for details)**
Session #4: Monday, July 2 from 2-6pm
Session #5: Tuesday, July 3 from 2-6pm
**No class due to Independence Day: Wednesday, July 4th**
Session #6: Thursday, July 5 from 2-6pm
Session #7: Monday, July 9 from 2-6pm
Session #8: Tuesday, July 10 from 2-6pm
Session #9: Wednesday, July 11 from 2-6pm
Session #10: Thursday, July 12 from 2-6pm
Session #11: Monday, July 16 from 2-6pm
Session #12: Tuesday, July 17 from 2-6pm
Session #13: Wednesday, July 18 from 2-6pm
Session #14: Thursday, July 19 from 2-6pm
Session #15: Monday, July 23 from 2-6pm
Session #16: Tuesday, July 24 from 2-6pm
 Session #17: Wednesday, July 25 from 2-6pm
Session #18: Thursday, July 26 from 2-6pm
 Please join us for the Intern Celebration Dinner on Wed., July 25th at 6:00pm in
the Mudd Quad.
EDUC 329, 329-SP, 329S: Literacy Practicum (Non Saturday Sessions)
Students are expected to attend all sessions. Being absent from class will adversely impact your
grade. This class meets 8 times, each for 4 hours:
Session #1: Monday, July 30th from 8am-12noon
Session #2: Tuesday, July 31 from 8am-12noon
Session #3: Wednesday, August 1 from 8am-12noon
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EDUC ___ Syllabus/Schedule: Summer 2007
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Session #4: Thursday, August 2 from 8am-12noon
Session #5: Monday, August 6 from 8am-12noon
Session #6: Tuesday, August 7 from 8am-12noon
Session #7: Wednesday, August 8 from 8am-12noon
Session #8: Thursday, August 9 from 8am-12noon
EDUC 329: Literacy Practicum (Saturday Sessions)
Students are expected to attend all sessions. Being absent from class will adversely impact your
grade. This class meets 7 times, each for 4½-5 hours:
Session #1: Saturday, July 7 from 8am-12:30pm
Session #2: Saturday, July 14 from 8am-12:30pm
Session #3: Saturday, July 21 from 8am-12:30pm
Session #4: Saturday, July 28 from 8am-12:30pm
Session #5: Saturday, August 4 from 8am-12:30pm
Session #6: Saturday, August 11 from 8am-12:30pm
Session #7: Saturday, August 18 from 8am-1:00pm
Location
At the Pre-Internship Summer Faculty meeting, DeLacy distributed a chart that showed each
teacher’s class #, class title, section, and room requested. Please consult this. List also posted on
the Pre-Internship Summer Faculty Website. There is no guarantee that we will get the requested
rooms but you can expect this will be your room until you hear otherwise from Joe. If you the
room we have requested for you does not meet your needs, please contact Joe.Garcia@cgu.edu
ASAP.
Student population: Who’s in this class?
Faculty, please find your class and delete the rest. Change your “blrub’s” font color from red to
black. See DeLacy if you have questions. Delete the underlined text which identifies your
course. If you think there is something wrong with your “blurb,” see DeLacy.
EDUC 301, 301-SP,302: Summer-Start TLP I
The “pre-interns” in this class are brand new to CGU’s TEIP. In fact, this is the first course the
pre-interns take. Although at the very start of this course, the students are not yet in their preinternship teaching placements, they will be after the first few “TLP I” class sessions.
For TLP I, pre-interns are grouped according to credential type. Accordingly, candidates
working toward a multiple-subject credential are taught together; candidates working towards an
education specialist credential are taught together; and candidates working towards a singlesubject credential are taught together (with further categorization among math & science
candidates and Language Arts, Spanish, and Social Studies candidates).
EDUC 324 & 343: Literacy & Methods for Multiple-Subject & SPED
The “pre-interns” in this class are working towards a multiple-subject credential or an education
specialist credential. They have successfully completed TLP I, the first course in a four-course
series focusing upon the relationship between teaching & learning.
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The majority of pre-interns in this class are concurrently doing their pre-internship teaching
experience; the remainder has already completed it.
In this class, multiple-subject candidates and education specialist candidates are working sideby-side.
EDUC 320: Literacy for Single Subject
The “pre-interns” in this class are working towards a single-subject credential in Science, Math,
or Social Studies. They have successfully completed TLP I, the first course in a four-course
series focusing upon the relationship between teaching & learning.
The majority of pre-interns in this class are concurrently doing their pre-internship teaching
experience; the remainder has already completed it.
In this class, Science, Math, and Social Studies candidates are working side-by-side.
EDUC 326: English
The “pre-interns” in this class are working towards a single-subject credential in
English/Language Arts. They have successfully completed TLP I, the first course in a fourcourse series focusing upon the relationship between teaching & learning.
The majority of pre-interns in this class are concurrently doing their pre-internship teaching
experience; the remainder has already completed it.
EDUC 327: Spanish
The “pre-interns” in this class are working towards a single-subject credential in Spanish. They
have successfully completed TLP I, the first course in a four-course series focusing upon the
relationship between teaching & learning.
The majority of pre-interns in this class are concurrently doing their pre-internship teaching
experience; the remainder has already completed it.
EDUC 349, 348, 353: Math, Science, and SS Methods
The “pre-interns” in this class are working towards a single-subject credential in Science, Math,
or Social Studies. They have successfully completed TLP I, the first course in a four-course
series focusing upon the relationship between teaching & learning.
The majority of pre-interns in this class are concurrently doing their pre-internship teaching
experience; the remainder has already completed it.
In this class, Science, Math, and Social Studies candidates are working side-by-side.
EDUC 329, 329-SP, 329S: Literacy Practicum
The “pre-interns” in this class are working towards English/Language Arts, Spanish, Math,
Science, and Social Studies credentials.
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EDUC ___ Syllabus/Schedule: Summer 2007
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The pre-interns in this class have completed their pre-internship teaching experiences.
Additionally, they have completed TLP I, a discipline-specific Literacy Course, and a disciplinespecific Methods Course.
This is the last course the students take in their pre-internship phase. In a few weeks, the vast
majority will be starting full-time employment in area schools on an internship credential.
Course description
Instructors, please write a brief (1-5 sentence?) narrative that describes the course. All courses
with the same course number should have the same course description (and should be using the
same syllabus).
Course goals & objectives


Instructors, please list in bullet-point format specific course goals and/or objectives. Think
about what it is specifically that you want the students to be able to do at the end of the
course. After the point, please put in (parenthesis) the specific TPE to which this goal is
connected (If you have Ed Specialists, put the standards in the parenthesis.)
Example (with fake TPEs): By the end of this course, students will be able to write a
standards-based lesson with accompanying rubrics. (TPEs 1.3, 4.5 and 13).
In appendices there are tables that specifically address how this course is relates to the
 California Teacher Performance Expectations (see Appendix B1)
 The Core Standards for Mild/Moderate Education Specialists
 California’s Level I Technology Standards (see Appendix C)
 The Standards of Quality & Effectiveness for Professional Teacher Preparation Programs
(i.e., the General Education Program Standards)
Required texts
Students should obtain the following texts prior to the start of the course. In many cases, these
books are on reserve at the Honnold Mudd Library.
Instructors, please list the course’s required texts here (i.e., the ones the students have to
purchase or borrow). Write a bibliographic citation for each text. Whenever possible, use APA
format and include the ISBN #. (If you need help with APA citations, there is an
instructional/informational PPT on the TEIP website.)
If you are having your students purchase a reader, please write a bibliography for this reader and
paste it here. You could say something like: “Students are required to purchase a reader for this
course. The articles archived in this reader include:”
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FOR ALL NON TLP I CLASSES, BOOK ORDERS AND A COMPLETE, READY-TO-COPY
READERS (with an accompanying bibliography) NEED TO BE INTO JOSEPH GARCIA BY
APRIL 16, 2007.
Regardless of what class you are teaching, please list the CA Content Standards and the ELD
Standards as EVERY TEIP CLASS should be utilizing and referring to these standards &
frameworks to some degree. To make this easy, I have written citations for the standards &
frameworks below. Please delete any that don’t pertain to the students in your class. Note:
Multiple Subject interns need to be using ALL the content standards: Language Arts, Science,
Math, Social Studies, Health, etc. Courses with Ed Specialists should also list the standards.
CGU candidates working towards a Multiple-Subject credential should plan on using the
following California Professional Standards and Content Standards & Frameworks (see
http://www.cde.ca.gov/be/st/ss/) in this class:

English-Language Development

English Language Arts

History/Social Studies

Math

Science

Health

TPEs
CGU candidates working towards a Special Education credential should plan on using the
following California Professional Standards and Content Standards & Frameworks (see
http://www.cde.ca.gov/be/st/ss/) in this class:

English-Language Development

English Language Arts

History/Social Studies

Math

Science

Health

Education Specialist Professional Standards
CGU candidates working toward a Science credential should plan on using the following
California Professional Standards and Content Standards & Frameworks (see
http://www.cde.ca.gov/be/st/ss/) in this class:

English-Language Development

Science

TPEs
CGU candidates working toward a Math credential should plan on using the following California
Professional Standards and Content Standards & Frameworks (see
http://www.cde.ca.gov/be/st/ss/) in this class:

English-Language Development

Math

TPEs
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CGU candidates working towards a History/Social Studies credential should plan on using the
following California Professional Standards and Content Standards & Frameworks (see
http://www.cde.ca.gov/be/st/ss/) in this class:

English-Language Development

History/Social Studies

TPEs
CGU candidates working towards a Language Arts (English) credential should plan on using the
following California Professional Standards and Content Standards & Frameworks (see
http://www.cde.ca.gov/be/st/ss/) in this class:

English-Language Development

English-Language Arts

TPEs
CGU candidates working towards a Spanish credential should plan on using the following
California Professional Standards and Content Standards & Frameworks (see
http://www.cde.ca.gov/be/st/ss/) in this class:

The California Content Standards and Frameworks for English-Language Development

National Standards for Foreign Language Education: Standards for Foreign Language
Learning. (Also called “The 4 Cs.”)

TPEs
Additional texts used in class
Instructors, please create a bibliography for ALL other materials that you use in the class,
including handouts, standards, videos, speakers, and articles. Make this as complete as possible
as the CA Commission needs to see evidence of all materials utilized in the course. I’ve written
a “caveat statement” below to cover those “odd ball” materials that get thrown in at the last
minute.
Be sure to give Teacher Ed’s Academic Secretary (Dolores) a copy of all the materials you use in
the class. We’ll stick it in your course’s file (that we keep for the Commission’s on-site
visits/audits).
If you don’t have any, simply write “N/A”
Based upon the unique needs and interests of the class’ specific students, the instructor will also
distribute additional materials not listed here.
Optional/Recommended texts
Instructors, if you know of other texts that might be helpful to the interns (but which you aren’t
requiring them to purchase and aren’t distributing), please list them here. Whenever possible,
use APA format and include the ISBN #. (If you need help with APA citations, there is an
instructional/informational PPT on the TEIP website.)
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If you don’t have any, simply write “N/A”
Other items & materials
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


Students are required to maintain an active CGU email account. Students who are having
difficulties with their CGU email should contact the CGU helpdesk at (909) 621-8174 or
helpdesk@cgu.edu. (TEIP staff and faculty regularly contact students via email, so it is
vitally important that students regularly check their CGU email accounts. It is highly
advisable for students to check their CGU email prior to class to see if there has been a lastminute schedule change.)
Instructors please list in bullet-form any other materials or items that you would like the
students to have.
Example: All students should have a “jump drive” or “flash disk” to archive e-documents
created in class.
Example: All students should have (and bring to class) a collegiate dictionary.
Example: Past students have found it most effective to organize the handouts and
assignments in this class by using a 3-ring notebook with five section tabs: 1) Class syllabus
& schedule, 2) Class handouts, 3) Class notes, 4) Class assignments, and 5) Reflective
journal.
Major course assignments
Put the name of an assignment here (___% of final grade)
Describe (in a narrative) each of the class’ major projects and assignments and put (in
parenthesis) how the project contributes to the final grade. This will help to explain the
“things” that comprise the course grade.
IF THE ASSIGNMENT PREPARES THE INTERN TO WORK WITH ENGLISH
LANGAUGE LEANERS OR PREPARES THEM TO UTILIZE TECHNOLOGY,
PLEASE MAKE THIS EXPLICIT. IMPORTANT!
All major assignments should have a rubric that guides instruction and assessment.
The rubrics used in this course can be found in Appendix A.
Put the name of an assignment here (___% of final grade)
You can (and should) have more than one assignment. Just follow the format!
Course grades: How final grades are calculated
___%
___%
___%
___%
First Assignment
Second Assignment
Third Assignment
Fourth Assignment
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___% Preparation, Participation, and Attitude
100%
You need to explain how the students’ grades are calculated. There are different ways of doing
this. The way listed above (with %s) is just one way.
You should have a course rubric AND rubrics for major assignments.
The rubrics used in this course can be found in Appendix A.
Being absent and/or late will adversely impact one’s final course grade.
Attendance & tardy policy
TEIP faculty unanimously agreed that:
 Being in class and being on time is vitally important.
 Being absent and/or late will adversely impact a pre-intern’s final course grade.
 Pre-interns can’t pass a class if they have missed too many class activities.
 Every absence requires a make-up assignment. With this said, we acknowledge that
make-up assignments aren’t comparable to the activities done in class and, as such, a
make-up assignment cannot accurately be thought of as totally “making up” the absence.
 If a student misses a class, it is his/her responsibility to find out from a peer what
happened during the absence. A claim of “I didn’t know about that because I was
absent” isn’t acceptable.
 It is important for pre-interns to get a job but interviews should be conducted during nonclass hours. If this is not at all possible, the intern needs to notify the instructor. Too
many absences (even if they are for job interviews) will jeopardize the interns’ course
grade.
Services for persons with disabilities
CGU’s Teacher Education Internship Program is committed to helping all students reach their
full potential. Students who require any accommodations or special assistance should contact
Lisa Loop, Anita Quintanar, or DeLacy Ganley in the Teacher Education Office
(Lisa.Loop@cgu.edu; Anita.Quintanar@cgu.edu; DeLacy.Ganley@cgu.edu; Tel: 909/6218076).
TEIP’s vision statement
All of CGU’s TEIP classes are guided by our mission:
The best social justice program a nation can offer its children is a great education. A free and just
democratic nation must have a well-educated, personally responsible and responsive citizenry who are
given every opportunity to fulfill their purpose in life, including raising healthy families that make up
and contribute to the community. This opportunity begins in the home and ultimately includes the
classroom, the workplace and larger society.
To provide such an education, we need teachers deeply committed to academic excellence, equity, and
integrity; who work diligently to develop the skills and attitudes necessary to teach every child as though
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they were teaching their own; who collaborate with the parents of their students, other educators and
policymakers; and who use technology and other resources as a means to maximize achievement and
opportunities.
The integrity and character of great teachers prompts them to hold themselves accountable and to join
alongside others to do the hard work it takes to make this vision a reality for all the students assigned to
their classrooms.
Specific daily schedule
Following is a specific schedule that outlines what is done during each class session as well as
homework assignments.
Instructors, please provide the day-to-day details. This gives the students (as well as the codirectors of TEIP and the CA Commission) a sense of what is actually done in the class. Be sure
to list things related to preparing our students to work with English Language Learners and to
use technology. To add more rows, go to the last box and hit “tab.”
You don’t have to use the format provided but you are welcome to it!
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Appendix D: How does this course relate to Quality & Effectiveness for Professional Teacher Preparation Programs (the
General Ed Program Standards)? Page 13 of 14
Session #1: DATE
Any guiding question for the day? (optional)
Completed homework to bring to this session:

Needed texts and/or materials:

Day’s Schedule
Time
Activity
Homework assigned at this session:
Assignment
Session Due
---------------------------------------------------------------------------------------------------------------------
Session #2: DATE
Any guiding question for the day? (optional)
Completed homework to bring to this session:

Needed texts and/or materials:

Day’s Schedule
Time
Activity
Homework assigned at this session:
Assignment
Session Due
---------------------------------------------------------------------------------------------------------------------
Orange paper
Appendix D: How does this course relate to Quality & Effectiveness for Professional Teacher Preparation Programs (the
General Ed Program Standards)? Page 14 of 14
Appendix A
Rubrics Associated With This Course
Instructors, please make sure each rubric clearly states the course # and title; the
term; and the instructors’ names.
You should have a rubric for the course AND for every “major” assignment.
Orange paper