The TPSL program consists of (8) courses offered at the Foundational, Intermediate, and Proficient level.* Each level meets the 45 hour requirement set forth by the California Commission on Teacher Credentialing.
During each Foundational Level course, candidates view nine online modules that provide an overview of major concepts related to the course objectives. Candidates also participate in a variety of hypothetical "real world" scenarios that may be experienced in a classroom or school setting, receiving feedback on each decision made during the scenarios. The Intermediate and Proficient level courses focus on practical application assignments in which candidates will apply their learning at an even deeper level.
CURR111 Classroom Management: Teachers as Learners (required for Foundational, Intermediate and Proficient)
Classroom Management: Teachers as Learners includes research, strategies, and activities focused on organizing the classroom, planning and teaching rules and procedures, maintaining good student behavior, and getting the year off to a good start. This course also builds the teacher's ability to form trusting relationships with students and families as well as increase cultural competence among teachers, students and families.
CURR112 Understanding the Physiology of Learning (required for Foundational, Intermediate and Proficient)
This course is designed to enhance candidate’s knowledge of brain research and its implications for teaching. The following themes will be explored: brain development, information processing, memory and retention, transferring learning, and critical thinking. Candidates in this course will explore ways to design brain-friendly and effective classrooms and teaching strategies using research-based findings and discoveries. This course prepares teachers by providing them with the essential elements needed to translate the biology of brain-based learning from theory into classroom practice.
CURR114a Thinking about Planning (required for Foundational, Intermediate and Proficient)
Curriculum and Instruction: Thinking About Planning (Part A) is focused on candidates having a thorough understanding of the Common Core State Standards. Candidates will learn and practice effective pedagogical teaching approaches with a continued focus on Understanding by Design. This course will increase the candidate's knowledge of aligning a research based, best practice strategy to their intended instructional outcome.
CURR 114b Thinking about Planning: Pedagogy Relationships between Theory and Practice (required for Foundational, Intermediate and Proficient)
Candidates take a
deeper look at the PoLT Principles as well as effective teaching methods such
as transmissive, transactive, and transformative. Candidates culminate
their prior learning in the Framework for Teaching Program and increase their
knowledge of aligning a research based best practice strategy to their
intended instructional outcome.
SPED115 Best Practices: Understanding Assessment (required for Foundational, Intermediate and Proficient)
Candidates will gain an understanding of the special education and assessment process. IEPs, 504s, and SSTs will be discussed, and how assessments are so critical to those functions. By the end of the course, students will have a better understanding of how assessments are part of the instructional process, how to monitor a student’s current level of understanding, multiple ways to assess a student, how to make sure assessments are culturally sensitive/fair, and emphasis will be placed on gaining a working knowledge of the IEP process.
CURR117 Reading Pedagogy and Methods (required for Foundational, Intermediate and Proficient)
Candidates will examine the factors for developing a comprehensive reading program and the research behind effective reading instruction. Students will make connections between reading instruction and effective ELL reading instruction. Note: The Reading Pedagogy and Methods course also provides 5 Hours of the required 45 hours of preparations pre-interns are required to complete in teaching English Learners.
ELL116 English Learner Knowledge and Skill (required for Foundational, Intermediate and Proficient)
Candidates will complete a variety of activities resulting in foundational knowledge of English Learners. Participants will learn about the CELDT/ELPAC test as well as the challenges of teaching English, literacy skills, and academic content to English Language Learners. Participants will also learn how to integrate the English Language Development Standards with the Common Core State Standards.
CURR113 Legal and Ethical Issues in Education (required only for Foundational)
The purpose of this course is to provide candidates with an understanding of legal and ethical issues and responsibilities in teaching. Candidates will learn about source documents, explore issues surrounding technology use and copyright policies, examine student rights and student discipline, discuss laws and procedures for child abuse reporting, and analyze types of harassment. Candidates will also examine ethical issues in terms of integrity, responsibility and relationships. They will also identify the meaning of what makes a professional educator and be expected to look beyond their classrooms to the educational community at large, exploring issues of their own professionalism.
HEALTH113 Health, Safety, and Hygiene (required only for Foundational)
The purpose of this course is to provide candidates with an understanding of general work place safety as well as an overview of OSHA blood borne pathogens.
TECH110 Technology in the Classroom (required only for Intermediate and Proficient)
Candidates demonstrate familiarity with browsing techniques, computer-based programs and web-based tools in support of collaboration, communication, creation and classroom instruction.
*TECH 110, HEALTH 113, and CURR 113 are not required for all three levels. Please see descriptions above.