CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
COLLEGE OF EDUCATION
SB 2042 SINGLE SUBJECT CREDENTIAL PROGRAM
Course Title : ESEC 407 Secondary School Teaching
Instructor
Office
Office Hours
Office Telephone
E-mail
Year/Quarter
Time/days/location
Conceptual Framework:
The College of Education of California State University, San Bernardino
(CSUSB) is dedicated to the development and support of wise, reflective professional educators who will work toward a just and diverse society that embraces democratic principles. The wise teacher:
 Possesses rich subject matter knowledge.
 Applies sound judgment to professional practice and conduct.
 Applies a practical knowledge of context.

Respects multiple viewpoints.
 Wise educators reflect on their professional practices and follow up with appropriate action.
(College of Education Conceptual Framework, 2006)
Catalog Description
ESEC 407 Secondary School Teaching provides candidates with a comprehensive and balanced view of teaching and all its complexities .
Course Overview and Rationale
Through the examination of educational theories and research candidates will explore a variety of models of teaching and learn to reflect on and make instructional decisions for all students, including special populations (Standards
3a, 3c, 3d, 3e).
1. Candidates will learn to use state adopted content standards and curriculum frameworks to select and use appropriate materials and technologies, plan instruction, design activities and monitor students learning. By thoughtfully assessing student’s needs, defining important instructional goals, considering alternative strategies, candidates will learn
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to reflect on prior decisions and modify instruction as needed. (Standards
4a, 4d, 4e, 14d)
2. Candidates will learn to use multiple sources of information to assess student’s existing knowledge and abilities while establishing high academic expectations. (Standards 12c, 12d, 12e)
3. Candidates will develop knowledge and skills in assessing the learning and language abilities of special populations including English Language
Learners in order to identify students for referral to appropriate educational programs (Standard 14c)
4. Candidates will explore the benefits of content-based reading and writing strategies for effective reading instruction that complies with current provisions of the California Education Code. [Standard 7B (a), (b), (f)]
This course is designed to prepare teacher candidates for successful completion of their student teaching/intern assignment and for the entry and success in a professional teaching position in public education. It is taught with the premise that behind the practice of teaching there is a science, a body of organized knowledge. It is a competency based course in that students must demonstrate what they have learned. The teaching/learning methods used in this course will include lecture/presentations, small group work, class discussion, a variety of active-learning techniques, microteaching, use of internet resources, simulations, peer review and independent work.
Relevant Professional Standards
The primary standards for the Secondary Single Subject Credential Program are the result of California Senate Bill 2042. The ESEC 407 course objectives are linked to SB 2042 and reflect as well the course objectives outlined in the
CSUSB Single Subject Handbook. The numbers in parentheses after each objective indicate which of the SB 2042 Standards of Quality and Effectiveness for Professional Teacher Preparation Programs that are addressed by that particular objective. Course lectures, topics and assignments are aligned with the
California Commission on Teacher Credentialing.
Teaching Performance Expectations.
(See Single Subject Credential Program
Handbook)
Course Goals/Objectives
The overall goal of the course is to prepare prospective teachers in the following areas:

Knowledge of child growth and development, including cultural, ethnic, socio-economic similarities and differences
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
Knowledge and application of pedagogical theories, principals and practices for English Language Learners
 Utilize assessment data to diagnose students’ language abilities and to develop lessons that promote student achievement on state adopted academic content standards.

Models of teaching including inquiry, concept attainment, concept development, expository, cooperative learning, direct instruction, discussion, etc.

Knowledge of content in relation to models of teaching

Planning and Assessment Skills

Classroom management skills
Students who complete ESEC 407 successfully will demonstrate the following knowledge, skills, and dispositions:
Knowledge
1. Explain how a secondary teacher can address the needs of students with individual differences, various family backgrounds/experiences, and special needs through various instructional strategies (Standards: 3, 4, 5,
7, 8, 9, 10, 11, 13, 14)
(TPEs: 1B, 2, 3, 4, 5, 6, 7, 8, 9, 10)
2. Identify school-based organizational structures designed to meet the needs of English Language Learners and students with special needs.(Standards: 3, 4, 5, 10, 13) (TPEs: 1B, 2, 3, 4, 5, 6, 7, 8, 12)
3. Understand the purposes, content and uses of the California English
Language Development Standards and CELDT assessments to address needs of English Learners for language development and for content knowledge. (Standards: 3, 4, 5, 6, 8, 9, 10, 11, 13, 18) (TPEs: 1, 2, 3, 4,
5,6, 7, 8, 9, 11, 12)
4. Express their views and respond to the views of their peers on topics dealing with racial, sexual, ethnic and social class bias (Standards: 5, 8,
10, 11, 12, 13, 14, 18)
(TPEs: 4, 5, 6, 7, 8, 11, 12, 13)
5. Explain the basis for choosing one teaching approach over another for a given lesson (Standards: 3, 4, 5, 6, 7, 8, 9, 11, 12, 13, 14) (TPEs: 1, 2,
3,4, 5, 6, 7, 8, 9, 10)
6. Identify the relationship between pupils’ learning styles and various instructional strategies used by the teacher (Standards: 3, 4, 5, 6, 7, 8, 10,
11, 12, 13, 14) (TPEs: 1, 3, 4, 5, 6, 7, 8, 9, 10, 11)
Performance
1. Write instructional objectives appropriate to the developmental level of secondary students and relate objectives to the selection of materials and
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methods (Standards: 4, 5, 6, 7, 8, 9, 13, 14, 18) (TPEs: 1, 3, 4, 5, 6, 7, 9,
10, 13)
2. Write complete lesson plans, incorporating elements in the lesson plan forms as outlined by CSUSB (Standards: 4, 5, 6, 7, 8, 9, 13, 14, 17, 18 )
(TPEs: 1, 3, 4, 5, 6, 7, 9,10,13)
3. Develop academic lesson plans that incorporate materials, methods and strategies for English language development that are responsive to students’ assessed levels of English proficiency, and that promote acquisition of listening, speaking, reading and writing skills in English
(Standards: 3, 4, 5, 7, 8, 11, 13, 14, 17, 18) (TPEs: 1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 13)
4. Acquire, understand and effectively use systematic instructional strategies designed to make curriculum content understandable to English Learners
(Standards: 8, 10, 11, 12, 13, 17, 18) (TPEs: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
13)
5. Demonstrate skills in teaching models such as expository, inquiry, concept development, discussions, direct instruction, and cooperative learning in peer teaching situations. (Standards: 4, 7, 8, 9, 11, 13, 14) TPEs: 1, 2, 3,
4, 5, 6, 7, 9, 13)
6. Develop and use skills in evaluating the teaching of others and oneself
(Standards: 3, 4, 5, 6, 12,) (TPEs 1 – 13)
7. Apply information gathered from professional sources (journals, books, conferences, seminars) to the performance requirement of this course
(Standards: 1 - 14) (TPEs: 1
– 13)
Dispositions
1. Provide evidence of the ability and willingness to acknowledge and accommodate for the needs of English Language Learners or students with various handicaps (Standards: 3, 4, 5,6, 7, 10, 11, 12, 13, 14) (TPEs
1 – 11)
2. Engage in continuing self-assessment and reflection (Standards: 3 - 14)
(TPEs 1
– 13)
3. Continue developing a philosophy of teaching that takes into account one’s own preferences, talents and strengths as well as those of the students (Standards: 3 - 14) (TPEs 1- 13)
4. Develop a teaching philosophy and learning environment that views all students as gifted and that all students can learn.
5. Develop a learning environment that hones the knowledge and skills of all students to be life long learners and productive citizens.
6. Develop and practice a philosophy and pedagogy that sees individuals, cultures, social class, family, gender, learning styles, language, sexual orientation, as strengths and challenges rather than weaknesses or deficiencies.
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7. Develop and give time, attention and consistency to your content pedagogy to provide access and equity to all students.
8. Develop and engage in on-going self-assessment, self-examination and reflection and view change as a constant.
CSUSB Course
Lecture Topics/ Assignments
ESEC 407: Secondary School
Teaching
Course Formative Assessment
Analysis & Assessment of Student
Learning
Analysis of Assessment
Teaching and Learning In Middle
Schools
Contextual Factors for Successful
Teachers
Developing Teachers for Diverse
Classrooms
Models of Teaching
Instructional Planning: Selecting &
Preparing Objectives and Lesson Plans
Teacher Performance
Expectations
TPEs 1- 13 (See Single
Subject Handbook)
Corresponding TPEs
2, 3, 8
4, 11, 12, 13
4, 11, 12, 13
4, 11, 12, 13
4,5, 9, 11
4, 7, 9, 10, 11, 13
4, 5, 7, 10, 11
5, 7, 9, 10, 11, 12, 13
Defining Goals & Making Instructional
Decisions
Considering Materials, Technology and
Resources for the Classroom
Teacher Movement in the classroom
Effective Instruction for All Learners
Curriculum Analysis
Reflection, Problem Solving & Lifelong
Learning
9, 10, 13
2, 5, 6, 10, 11
1 - 13
3, 4, 5, 6, 7, 8, 9, 10, 11, 12,
13
1 - 13
Corresponding TPEs
1, 4, 5, 6, 9
Program Formative Assessment
Models of Teaching Lesson Plans and
Presentations
Course Requirements
(Details provided in supplementary materials and in class)
Assignments Due
Date
Points Notes
01/16/07 40 2 Hardcopies typed as outlined in Syllabus Teacher as a Cultural
Being
20 Objectives 01/30/07 80 Core Subjects -20 Objectives
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Weekly Check Ups
Mini Lesson – Direct
Instruction with SDAIE

18 cognitive – 3 objectives for each of
Bloom’s levels

2 Affective Objectives

3 hard copies
PE/Art/Music/Other

6 cognitive – I for each of Bloom’s Levels

12 Psychomotor (3 copies)

2 Affective Objectives

3 hard copies
50 10 pts per week for 5 weeks TBD
02/06/07 50 Present to class or small groups (Use Lesson
Plan Chart
– 5 copies) and Plan
Reading Assignment
Reviews
Mini Lesson
– Concept
Development with
TBA 50 Present to class or small groups (5 copies)
02/13/07 50 Present to class or small groups (Use Lesson
Plan Chart/ Direct I. Format – 5 copies)
SDAIE and Plan
Mini Lesson
– Inquiry with SDAIE and Plan
Mini Lesson –
02/20/07 50 Present to class or small groups (Use Lesson
Plan Chart – 5 copies)
03/06/07 50 Present to class or in small groups (Use Lesson
Plan Chart – 5 copies) Cooperative Learning with SDAIE and Special
Needs and Plan
Manual/Evaluation
Final Exam
Attendance/Participation
03/20/07 40 All handouts, completed coursework and final
40 ( evaluation
See syllabus regarding absences )
Course Evaluation Plan
A = 500 – 480
A- = 479
– 460
B+ = 459 – 440
B = 439 – 420
B- = 419
– 400
C+ = 399 - 385
C = 384 - 365
C- = 364 - 350
D+ = 349 - 320
D = 319 - 310
D- = 309 - 300
F = below 300
If you are on financial aid: Please be aware that receiving grades of F, I, NC, and WU may have an impact on your financial aid. It is a student’s responsibility to maintain financial aid. It is a student’s responsibility to maintain financial aid eligibility.
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Required Textbook(s) and Resources
Kellough, R.D., Carjuzaa, J.,(2006) (8 th ed.) Teaching in the Middle and
Secondary Schools. New Jersey: Prentice Hall
Gunter, Estes, and Schwabe. Instruction: A Models Approach, 5th edition.
Needham Heights, MA. Allyn and Bacon, 2007.
College of Education CSUSB: SB 2042 Secondary Student/Intern Teaching
Handbook
Content Standards for California Public Schools – Grades 7 -12 (Individual Single
Subject Major)
California English Language Development Standards
Carr, J., Lagunoff, R., (2003) (4 th ed.) The Map of Standards for English
Learners, San Francisco, CA: WestEd, 2003
Common Assignments for ESEC 407 Four mini lessons using the CSUSB
Lesson plan format for each of the 4 models of instruction.
Survey of your school and include all data on the school from California
Department of Education http://www.cde.ca.gov/ds/ (Visit Data and Statistics and look up school performance, school identification, school staffing, student demographics, student health and support and technology for your school site
TPA 1: Subject Specific Pedagogy
Case 1: Subject-Specific and Developmentally Pedagogy
Case 2: Assessment Practices http://www.csusb.edu/coe/programs/single_subject_cred/teaching_perfor mance_assessment.htm
Recommended Readings/Resources
Hernandez, H., (2001) (2 nd ed.) Multicultural Education: A Teacher’s Guide to
Linking Context, Process and Content. New Jersey: Prentice Hall.
Jones, Fred (2000) Tools for Teaching. Santa Cruz, CA. Fredric H. Jones &
Associates, Inc.
Wong, Harry and Wong, Rosemary. How To Be An Effective Teacher-The First
Days of School. Mountain View, CA. Harry K. Wong Publications, 2003.
Kagen, Spencer. Cooperative Learning. Resources for Teachers, Inc. 1998
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Glasser, W. The Quality School. Perennial Library, 1990.
Zimmermann, Susan and Hutchins, Chryse. Seven Keys to Comprehension.
New York, NY. Three Rivers Press, 2003
Kellough, Richard and Noreen, Secondary School Teaching. Columbus, OH.
Merrill Prentice Hall, 2003
Siegel, Lawrence M. (2003) (2 nd ed.) The Complete IEP Guide – How to
Advocate for Your Special Ed Child. Berkeley, CA. Nolo Publishing
Course Policies
Attendance, participation and preparation are essential for individual to
successfully complete the requirements of this course. There are group activities and mini-lessons in this course that can’t be made up. Fifteen points will be deducted for a student’s first missed session. Fifteen points will be deducted for the student’s second missed session. A student’s third missed session will result in no credit for the course.
If a student must miss all or part of a class session due to illness or an emergency, it is your responsibility to check with the instructor or other classmates, in advance of the subsequent class session, regarding any materials handed out the night of an absence.
Late arrivals and early departures are unacceptable. If a student is late or leaves early a total of ten points will be deducted per occurrence.
Cell phones and pagers are to be turned off during class time.
ASSIGNMENT GUIDELINES All written assignments must be typed, doubled spaced, proof-read, and corrected using a word-processing program unless special instructions indicate otherwise.
All written assignments must be well presented, organized and without spelling errors.
All written assignments must be identified with student name, student ID #, date and title of assignment.
All assigned readings are due on the day they are listed in the syllabus. Assigned readings serve as a basis for an informed analysis and critique of the issues presented in this course: therefore they should be completed as required.
All work must be submitted on time. Points will be deducted for late work
(15% of grade) and no assignment will be accepted after one week of due date.
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Incompletes will not be given since several of the assignments involve group activities.
According to College of Education policy, any grade below a B- is not acceptable for the credential program. Please note that although your final grade is based on a point system, all assignments must be completed in order to receive a B- or above.
The CSUSB policy on Plagiarism requires that you acknowledge and document all work submitted that is taken from other sources. Failure to do so may result in a failing grade or other disciplinary measures. (See attached CSUSB Policy)
Commitment to Diversity
In our commitment to the furthering of knowledge and fulfilling our educational mission, CSUSB, seeks a campus climate that welcomes, celebrates, and promotes respect for the entire variety of human experience. In our commitment to diversity, we welcome people from all backgrounds and we seek to include knowledge and values from many cultures in the curriculum and extra-curricular life of the campus community. Dimensions of diversity shall include, but are not limited to, the following: race, ethnicity, religious belief, sexual orientation, sex/gender, disability, socioeconomic status, cultural orientation, national origin, and age (from the CSUSB Diversity Committee Statement of Commitment to
Diversity, 1995 ).
In keeping with the university’s Commitment to Diversity, the faculty of the
College of Education fully support the Americans with Disabilities Act (ADA).
Faculty will provide reasonable accommodation to any student with a disability who is registered with the Office of Services to Students with Disabilities and who needs and requests accommodation. If you are in need of an accommodation for a disability in order to participate in this class, please let me know ASAP and also contact Services to Students with Disabilities at UH-183, (909) 537-5238. It is the student’s responsibility to seek academic accommodations for a verified disability in a timely manner.
Tentative Course Calendar
DATE Session Topics, Themes,
Activities
Week
One
Introductions/Model/Seating
Course Overview/Required
Materials
CA State Standards for Teachers
Assignments
DUE
Obtain required texts and resources for
(Mandatory)
Obtain 3 Ring Binder for course manual
Purchase or obtain from school sites Content
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CA Teaching Performance
Expectations
CA Single Subject Standards
CA English Language Learner
Standards and Mapping of EL
Standards for grade levels
Pre-Assessments
Week
Two
Week
Three
Review and collect: “Teachers As
A
Cultural Being”
Review and collect Reading
Assignment #1
Reflection of past school experiences
Check Up One
– Secondary
Schools
CSUSB LESSON PLAN
OVERVIEWS
Provide EL and SDAIE Handouts
Review and collect Reading
Review Questions#2
Review EL and SDAIE Readings
ELD STANDARDS and Levels
Review CSUSB Lesson Plan
Format
CELDT ASSESSMENTS
Learning Objectives ABCD’s
Bloom’s Taxonomy
Assess Learning Objectives (3
Forms of Assessment)
Rubrics
Mini Lessons Requirements
Standards and ELD Standards
Read Gunter - Chapters 1 and 3 Goals and
Objectives (Pgs.3 – 20 and Pgs. 42-59)
Read Kellough
– Part 1, Module One Middle &
Secondary Schools (pgs. 2 – 30) and Module 2
Secondary Students (pgs. 31 -55)
Complete Assignments due on
– “Teacher
As A Cultural Being”- 2 hardcopies typed according to syllabus requirements
Complete Reading Review Questions #1 (2 hard copies)
Review all handouts
DUE
Read Kellough - Module 4 Content/Objectives
(pgs.91 - 124)
Read Gunter - Chapter 4 Direct Instruction (pgs 69
- 85)
Re-read Gunter Chapters 1 and 3
Complete Reading Review Questions#2 (2 hard copies)
Review the Content Standards for the grade level you are assigned to or teaching (If not teaching – grade 10)
Maintain Manual
Review all EL and SDAIE handouts
Review CSUSB Lesson Plan Formats
Due
Read Gunter Chapter 2 Organizing Content (pgs
23 -39)
Read Kellough Module 5 Instructional Planning
(pgs 125
– 167)
Maintain Manual
Review Handouts on Objectives,
Blooms, Assessments, and
Rubrics, IDEA/504
Develop 20 Objectives
Core Subjects -20 Objectives

18 cognitive – 3 objectives for each of
Bloom’s levels

2 Affective Objectives

3 hard copies
PE/Art/Music/Other

6 cognitive – I for each of Bloom’s Levels

12 Psychomotor (3 copies)

2 Affective Objectives

3 hard copies
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Week
Four
Week
Five
Review and assess developed objectives
Review 3 types of assessment
Review Rubrics
STAR Testing Overview
Secondary Teaching Secondary
Teaching and Adolescents
(Teenagers)
– Concept
Development Exercise
Review Direct Instruction for Mini
Lesson
Check Up Two – Direct
Instruction and other readings
Model and Mini Lesson
Requirements
CSUSB Lesson Planning with concern for ELD and Special
Needs
IDEA/504
Direct Instruction Mini Lesson
Presentations and Assessment
Multiple Intelligences
Check-Up Three
(Direct Instruction/Strategies)
Concept Development Model
Week
Six
Week
Review and collect Reading
Review Questions #3
Concept Development Mini
Lesson Presentations and
Assessments
Inquiry Review Presentation
SDAIE/ELL Review
Check Up Four
–Inquiry and
Cooperative Learning
Due
Read Gunter : Chapter 6 Concept Development
(pgs. 104 -122)
Read Kellough Module Six (pgs 170 - 200)
Prepare Direct Instruction Mini Lesson Plan to present on (Five Copies of Lesson Plan
Charts/Format/supporting materials)
Maintain Manual
Review Handouts for Direct Instructiont, Lesson
Planning, Star Assessment, SDAIE
Due
Read Gunter : Chapter 7
– Inquiry (pgs 124 - 143) and Chapter 14 – Cooperative Learning (pgs 262 –
279)
Prepare Concept Deveopment Mini Lesson with
SDAIE and special needs (5 copies and all supporting materials)
Complete Reading Review Questions #3 (2 hard copies)
Maintain Manual
Review Handouts for Concept development, Direct
Instruction, Lesson Planning, Assessments, SDAIE,
Multiple Intelligences
Due
Prepare Inquiry Mini Lesson (5 copies and supporting materials)
Read Gunter : Chapter Chapter10 Discussion (pgs
188 – 202), Chapter 11 Vocabulary (pgs 205 –
223), and Chapter 15 Memory (pgs. 282
– 295)
Read Kellough – Module 7 Teacher Centered (pgs
200-232)
Maintain Manual
Review Handouts for Concept Development, Direct
Instruction, Lesson Planning, Assessments, SDAIE,
MI, and Inquiry
Due
Read Kelough – Module 9 Assessments (pgs 254 –
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Seven Inquiry Mini Lesson Presentations
and Assessments
Cooperative Learning
Week
Eight
Week
Nine
Week
Ten
Finals
Review and collect Reading
Review Questions #4
Cooperative Learning
Check up Five
– – Vocab –
Memory Discussions - Strategies
- Assessments-Planning
Cooperative Learning Mini
Lessons and Assessments
Review and collect Reading
Review Questions #5
Continue Cooperative Learning
Mini Lessons
Manual and Final Evaluation
Grades Reported
287)
Complete Reading Review Questions#4 (2 hard copies)
Maintain Manual
Review Handouts
Due
Prepare Cooperative Learning Mini Lessons (5 copies)
Maintain Manual
Review Handouts
Due
Complete Reading Review Questions#5 (2 hard copies)
Maintain Manual
Review Handouts
Due
Complete Manual
Review Handouts
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