Intern Program Modification Template

Intern Program Modification Template
Revised Intern Preservice Preparation for Brandman University

Institution Name

This template is organized into three parts. The first part (table) is designed to elicit information about your programs revision to intern
preservice to incorporate specific preparation to teach English learners. The second part of this template asks for a brief narrative describing
how your program will meet the specific EL support and supervision as well as the general support and supervision required for all interns.
The third part requires submission of a course sequence for each of your institutions intern preparation programs.

Part One: English Learner Preservice Preparation
Intern Preservice Preparation: Required
English Learner Content
Program Description:
Please include links to syllabi, description of activities/assignments, and observation and/or
participation with K-12 EL students as appropriate.
A. Candidates examine principles of educational
equity, diversity, cultural and linguistic
responsiveness and their implementation in
curriculum content and school practices for
all students. Candidates are prepared to
effectively teach diverse students by
increasing candidates' knowledge and
understanding of the background
experiences, home languages, skills and
abilities of student populations; and by
teaching them to apply appropriate
pedagogical practices informed by sound
theory and research that provide access to the
core curriculum and lead to high
achievement for all students.
Candidates have multiple opportunities to examine principles of educational equity, diversity, cultural
and linguistic responsiveness and their implementation in curriculum content and school practices for
all students in the multiple subject, single subject and education specialist preservice courses.

In EDUU 510: Introduction to Teaching they are introduced to principles and equity diversity. They
read about and discuss the diversity of the student population in California. They examine the
historical foundations of American education and how issues of access, equity, and discrimination
have affected the development of our current educational system. In this course they also become
familiar with teaching cases which are used throughout the credential program to help candidates
explore topics, such as diversity, cultural and linguistic responsiveness and equity, through the lens of
particular teaching scenarios. One of the teaching cases they read in EDUU 510 is about Jesus
Gonzalez, who is an English learner. Candidates analyze how the school and teacher addressed his
particular situation. In addition, one of the course assignments requires candidates to closely examine a
school and research student and staff demographics as well as support services and programs for
students and their families. They also observe a teacher at the school they research to gain an
understanding of how the teacher addresses the specific needs of students.

In EDUU 511: Collaboration for Inclusive Schooling candidates focus on the topic of inclusion. They
write a research paper on inclusion and conduct observations in classrooms that serve students who
have special needs and examine approaches used in the classroom to meet those needs. They research
approaches to supporting students with disabilities in the general education classroom and present their
findings to their peers. They also examine teaching cases and analyze how teachers address issues
related to inclusion.

Candidates examine various approaches to differentiating instruction in EDUU 512 The Art and Craft
of Teaching. They learn about Universal Design for Learning (UDL) and the Sheltered Instruction

Institution Name

Observation Protocol (SIOP). They develop a lesson that include adaptations for English learners,
students with special needs and gifted students and also research a variety of assessment modifications
and accommodations. They read about, analyze and discuss teaching cases related to gender equity in
math and science and examine the grading practices of a teacher in an advanced math class.

In EDMU 520: Literacy and Language in K-8 Classrooms I and EDMU 521: Literacy and Language
in K-8 Classrooms II and EDSU 530: Theories Methods and Materials for Teaching English Language
Learner for Single Subject Candidates courses all provide candidates with an opportunity to examine
principles of educational equity, diversity and cultural and linguistic responsiveness through course
readings, journals and discussions. Candidates then apply strategies learned in coursework for
example, Specially Designed Academic Instruction in English (SDAIE) strategies and methods to
support English Language Development (ELD), to their work with an English learner that they are
tutoring.

Candidates gain knowledge and understanding of the background experiences, home languages, skills
and abilities of student populations in order to prepare them to effectively teach diverse students
through several preservice courses.

In the EDUU 510: Introduction to Teaching course candidates are introduced to the California English
Language Development Test (CELDT) and how it is used in California to identify student English
language proficiency levels. They examine different approaches to learning about the background
experiences, home languages, and skills and abilities of students and discuss Howard Gardners
Multiple Intelligence Theory could be used as a tool for understanding students strengths and abilities.

In EDUU 512: Art and Craft of Teaching candidates interview an experienced teacher to see how the
teacher gathers information about students and then observes the teacher to see how information about
students is utilized during instruction.

As part of the tutoring project assignments in EDMU 520: Literacy and Language in K-8 Classrooms
I, EDMU 521: Literacy and Language in K-8 Classrooms II as well as the EDSU 530: Theories
Methods and Materials for Teaching English Language Learner for Single Subject Candidates
candidates gather information about their tutee that includes their linguistic background, academic
language abilities, physical, social and emotional development, cultural background, interests and

Institution Name

aspirations as well as any special considerations that may be relevant to student learning. They then
use this information to design instruction that supports student learning.

The EDMU 520: Literacy and Language in K-8 Classrooms I, EDMU 521: Literacy and Language in
K-8 Classrooms II as well as the EDSU 530: Theories Methods and Materials for Teaching English
Language Learner for Single Subject Candidates courses provide an opportunity for candidates to
read/write about, discuss and then apply their knowledge of pedagogical and cognitive theories,
principles, and practices in the education of linguistically and culturally diverse students that they are
tutoring. As part of the tutoring project in each of the courses candidates gather background
information on their tutee, conduct pre-assessments of their tutees skills related to word analysis,
fluency, vocabulary, comprehension and writing , design lessons to address their tutees academic
needs and then conduct a post-assessment and analysis of results. The theories and practices
addressed in these courses include, but are not limited to:

1) Theories and practices in first and second language acquisition developed by prominent
scholars and researchers in the field, e.g., Lev Vygotsky, Jean Piaget, Jerome Bruner, James
Cummins, Stephen Krashen, Noam Chomsky.

2) Research and practices of working with social, cultural, sociolinguistic, and social justice
issues involving the schooling of language minority students, based on the research of Shirley
Brice Heath, Courtney Cazden, Paulo Freire, Donaldo Macedo (Freire & Macedo).

3) Theories of cognitive, language and social emotional development and practices that are
considered developmentally appropriate, based on the theories of Jean Piaget, Lev Vygotsky,
Noam Chomsky.

4) Theories and culturally responsive practices that empower minority students, or students from
non-mainstream language and cultural backgrounds, based on the works of James Banks,
Katherine Au, Christine Sleeter, Gloria Billings-Ladson, Courtney Cazden, Shirley Brice
Heath, Concha Delgado-Gaitan, Henry Trueba.

5) Practices for effective reading and writing instruction for English learners, based on the
research and practices of Carole Edelsky, Irene Serna & Sarah Hudelson, Sarah Hudelson,

Institution Name


6) Practices that provide access to grade level academic content standards based on the English
acquisition levels of the students, practices espoused by practitioners and action researchers
such as Anna Uhl Chamot and J. Michael OMalley (their combined and individual works).

7) Instructional practices recommended for working with culturally and linguistically diverse
English learners, practices as espoused by William Labov, Katherine Au, Lisa Delpit, Gloria
Billings-Ladson, Carole Edelsky, Shirley Brice Heath.

8) Instructional practices that address the needs of linguistically and culturally diverse
immigrant students, as well as home-school dissonance effects on English learners, based
on the research and practices of Lilly Wong Fillmore, Shirley Brice Heath, Concha
Delgado-Gaitan, Henry Trueba, Guadalupe Valdes.

In EDUU 560: Teaching Students with Moderate/Severe Disabilities candidates read about, reflect on,
and discuss principles of educational equity, diversity, cultural and linguistic responsiveness and their
implementation in curriculum content and school practices for all students in weeks 1, 2, 3, 4, 5, & 8.
In-class or WIKI activities provide learning, discussion and application of strategies to meet the needs
of diverse learners, including ELL students. In Week 2, they learn how to develop programs and goals
that address the needs of individual learners and take family needs and culture into account through the
MAPS process. In Week 3 discussion and activities center on language and communication
development, including the language development of EL learners, and how to use AT and AAC to
address those needs. They learn about and discuss how to apply SDAIE strategies for individuals with
moderate/severe disabilities in Week 4 as part of a WIKI assignment. In Week 5, students discuss via
the discussion board how they will address family and community needs and values when teaching
functional skills such as daily living skills and recreation and leisure skills. In week 8, students submit
their signature assignment that is an ELL lesson plan that incorporates SDAIE strategies, and
differentiation in instruction and assessment to meet the needs of ELL learners.
B. Candidates have opportunities to acquire
knowledge of linguistic development, first
and second language acquisition, positive
Several preservice courses provide candidates with the opportunity to acquire knowledge of linguistic
development, first and second language acquisition, positive and negative transfer and how home
language connects to second language development.


Institution Name

and negative language transfer, and how
home language literacy connects to second
language development.
In EDUU 510: Introduction to Teaching, candidates are introduced to the California English Language
Development Test (CELDT) and how it is used in California to identify student English language
proficiency levels.

Through course readings, journal and discussions candidates in EDMU 520 & 521: Literacy and
Language in K-8 Classrooms I and II and EDSU 530: Theories, Methods, and Materials for Teaching
English Learners acquire knowledge of linguistic development, first and second language acquisition,
positive and negative transfer and how home language literacy connects to second language
development. For example in EDMU 520 and EDSU 530 candidates are asked to read about and
respond to the work of Jim Cummins related to social and academic language acquisition. They also
read about and respond to Stephen Krashens theory of comprehensible input as part of the discussion
board. In EDSU 530 Theories, Methods, and Materials for Teaching English Learners candidates
interview a student who is an English learner and gather information about their experiences learning
English. In EDMU 521 Literacy and Language in K-8 Classrooms II candidates read about and
participate in a discussion related to the Cognitive Academic Learning Approach (CALLA).
Candidates also view a webcast on academic language as it relates to English learners and participate
in a discussion about it.

In EDUU 560: Teaching Students with Moderate/Severe Disabilities, discussion and activities in Week
3 center on language and communication development, including the language development of EL
learners, and how to use AT and AAC to address those needs.
C. Candidates learn from current research and
practice how cognitive, pedagogical, and
individual factors affect students language
acquisition.

Candidates with several opportunities to learn how cognitive, pedagogical, and individual factors
affect students language acquisition in the multiple subject, single subject and education specialist
preservice courses.

In EDUU 510: Introduction to Teaching candidates examine their assumptions about teaching and
learning. They read about and discuss social, philosophical, and psychological perspectives and
theories of teaching and learning. As part of the course candidates develop a personal philosophy of
education that identifies theories that pedagogical practices that support student learning.

In EDUU 511: Collaboration for Inclusive Schooling candidates read about and discuss historical and
cultural perspectives of disability, including English language learners with exceptionalities, as well as
current attitudes and attitude-change strategies that affect students language acquisition and

Institution Name

accommodation of students disabilities. Through class discussions and journal responses candidates
exchange their understandings and their own perspectives about pedagogical and individual factors
that affect students language acquisition.

In EDUU 512: The Art and Craft of Teaching, candidates utilize their understandings of learning
theories, brain research, multiple intelligences, as well as information about learning styles to inform
their instructional planning, assessment strategies, and instructional practices. Candidates engage in a
variety of models of teaching and apply what they have learned to the planning of a lesson. They also
research assessment accommodations for English learners and students with special needs.

In EDMU 520: Literacy and Language in K-8 Classrooms I, EDMU 521 Literacy and Language in K-
8 Classrooms II and EDSU 530: Theories, Methods, and Materials for Teaching English Learners
candidates have several opportunities to read about and discuss current research and how cognitive,
pedagogical, and individual factors affect students language acquisition.
They then apply this knowledge as they examine teaching cases, observe in classrooms, develop
lessons and work with the student they are tutoring. As part of the tutoring project in each of these
courses candidates gather information about their tutee that includes their linguistic background,
academic language abilities, physical, social and emotional development, cultural background,
interests and aspirations as well as any special considerations that may be relevant to student learning.
They then use this information to design instruction that supports student learning.

The theories and principles addressed in these courses include, but are not limited to:

1) Theories and practices in first and second language acquisition developed by prominent
scholars and researchers in the field, e.g., Lev Vygotsky, Jean Piaget, Jerome Bruner, James
Cummins, Stephen Krashen, Noam Chomsky.

2) Research and practices of working with social, cultural, sociolinguistic, and social justice
issues involving the schooling of language minority students, based on the research of Shirley
Brice Heath, Courtney Cazden, Paulo Freire, Donaldo Macedo (Freire & Macedo).

3) Theories of cognitive, language and social emotional development and practices that are
considered developmentally appropriate, based on the theories of Jean Piaget, Lev Vygotsky,

Institution Name

Noam Chomsky.

4) Theories and culturally responsive practices that empower minority students, or students from
non-mainstream language and cultural backgrounds, based on the works of James Banks,
Katherine Au, Christine Sleeter, Gloria Billings-Ladson, Courtney Cazden, Shirley Brice
Heath, Concha Delgado-Gaitan, Henry Trueba.

5) Practices for effective reading and writing instruction for English learners, based on the
research and practices of Carole Edelsky, Irene Serna & Sarah Hudelson, Sarah Hudelson,

6) Practices that provide access to grade level academic content standards based on the English
acquisition levels of the students, practices espoused by practitioners and action researchers
such as Anna Uhl Chamot and J. Michael OMalley (their combined and individual works).

7) Instructional practices recommended for working with culturally and linguistically diverse
English learners, practices as espoused by William Labov, Katherine Au, Lisa Delpit, Gloria
Billings-Ladson, Carole Edelsky, Shirley Brice Heath.

8) Instructional practices that address the needs of linguistically and culturally diverse
immigrant students, as well as home-school dissonance effects on English learners, based
on the research and practices of Lilly Wong Fillmore, Shirley Brice Heath, Concha
Delgado-Gaitan, Henry Trueba, Guadalupe Valdes.

In EDUU 519: Teaching Students with Mild/Moderate Disabilities, candidates are required to
complete a team WIKI activity (week 3) which consists of conducting an internet search for SDAIE
strategies that would be most appropriate for learners with mild/moderate disabilities, and then
commenting/annotating at least three strategies, covering the areas of ease of implementation,
effectiveness, etc.

In EDUU 560: Teaching Students with Moderate/Severe Disabilities, discussion and activities in Week
3 center on language and communication development, including the language development of EL
learners, and how to use AT and AAC to address those needs.


Institution Name

D. Candidates acquire skills for managing and
organizing a classroom with first- and
second-language learners.
To facilitate English learners acquisition of English language and content area skills, teacher
candidates need to understand instructional pedagogies and classroom organizational structures that
support such learning. Several preservice courses provide candidates with the opportunity to acquire
skills for managing and organizing a classroom with first-and second-language learners.

In EDUU 510: Introduction to Teaching, candidates read about, write about and discuss classroom
management theories and practices, management skills, and strategies for building positive learning
environments that support the self-esteem and confidence of all students, including English learners.
They learn group building techniques and techniques for managing space and the physical
environment in order to foster and maintain a safe, effective, and positive learning climate for students.
They then apply what they have learned to the development of a classroom management plan for a
specific grade level.

In EDUU 511: Collaboration for Inclusive Schooling, candidates expand their learning and application
of the skills above in learning about and how to meet the needs of students with disabilities and special
learning needs in inclusive learning settings. More specifically, candidates learn how to create rich
educational environments in which each student feels valued and safe, and in which each student is
enabled to make meaningful choices, and has academic and social support in learning how to work in
harmony with classmates. The course emphasizes ways in which candidates can facilitate positive
self-esteem and self advocacy.

In EDUU 512: The Art and Craft of Teaching candidates learn how to differentiate instruction. They
examine techniques for modifying course content, processes and products to meet student needs. They
are introduced to student centered instructional approaches such as inquiry and cooperative learning as
well as teacher centered approaches such as direct instruction. They plan a lesson that includes
adaptations that supports first and second language learners and observe a classroom teacher to see
how the teacher organizes and manages the classroom to meet the needs of English learners. In
addition, one of the course assignments involves researching assessment accommodations for English
learners.

Classroom management as it relates to creating a balanced literacy program is addressed in EDMU
520: Literacy and Language in K-8 Classroom I and EDMU 521 Literacy and Language in K-8
Classrooms II. Candidates read about approaches to grouping of students for reading and writing

Institution Name

instruction and are asked to respond to the reading in their journals. They also view and respond to
videos of teachers utilizing strategies such as literacy centers and literature circles.

In EDSU 530: Theories, Methods, and Materials for Teaching English Learners, candidates read about
and discuss instructional practices that promote equity among diverse student populations, support
social integration, encourage social justice, foster respect for diversity, and build community and trust.
Building such a rich and inviting learning environment includes also allowing students to express
meaning in a variety of waysincluding using their home language. Candidates conduct two
classroom observations to see how teachers organize and manage a classrooms to meet the needs of
English learners.

In EDUU 560: Teaching Students with Moderate/Severe Disabilities Positive Behavior Support
strategies are discussed that will meet the needs of all learners.

E. Candidates learn and understand the
importance of students family and cultural
backgrounds, and experiences in planning
instruction and supporting student learning.
Candidates communicate effectively with
parents and families.

The multiple subject, single subject and education specialist programs emphasize:
Respect for and active support of the individual and recognition of differences and similarities
between and within groups and across cultures;
A commitment to an interactive curriculum, acknowledging the importance of relationships
(between teachers and students, between the school and its community, and among students)
and the mastery of subject matter; and
Equal access to core curriculum by all students.
In several of the preservice courses candidates learn the important role that students family, cultural
backgrounds and experiences play in planning instruction and supporting student learning and are
given multiple opportunities to develop effective communication skills with parents and families.

In EDUU 510: Introduction to Teaching candidates read/write about the racial, ethnic, linguistic,
socioeconomic and cultural diversity of the student population in California and across the United
States. They examine the concepts of cultural pluralism and culturally responsive teaching. As one of
the assignments in the class they conduct a school and community study in which they gather
demographic data about the school and community, examine support services for students and their
families and explore how the data about the school and community can be used to inform educational

Institution Name

practices. Candidates also develop a classroom management plan for a specific grade level which
includes the development of an introductory letter to parents and parent survey.

In EDUU 511: Collaboration for Inclusive Schooling candidates explore and develop understanding of
the supports and/or barriers to inclusive schooling. They examine the effects of a child with a disability
on the family and the role parents and families play in the educational process. As one of the
assignments in the course they interview a parent of a child with a disability about their experiences
with their child and perspectives on support services.

In EDUU 512: The Art and Craft of Teaching candidates learn how to utilize information about
students family and cultural backgrounds to design lessons that are engaging and enhance
achievement and performance.

In EDMU 520: Literacy and Language in K-8 Classrooms I and EDMU 521 Literacy and Language
in K-8 Classrooms II and EDSU 530: Theories, Methods, and Materials for Teaching English
Learners candidates gather background information on their tutee that includes information about their
family and cultural backgrounds that informs their planning and instruction. They also learn strategies
for effectively communicating with families.

Candidates complete a creative project entitled To Know Me is To Teach Me in EDSU 532-
Effective Literacy Instruction for Single Subject Candidates in which they develop a visual
representation that depicts the interests, concerns, and experiences of contemporary middle or high
school students and the implications this information has on literacy instruction.

In EDUU 560: Teaching Students with Moderate/Severe Disabilities in Week 2, they learn how to
develop programs and goals that address the needs of individual learners and take family needs and
culture into account through the MAPS process. In Week 5, students discuss via the discussion board
how they will address family and community needs and values when teaching functional skills such as
daily living skills and recreation and leisure skills.

F. Candidates acquire and demonstrate the
ability to use initial, diagnostic, formative,
Multiple subject, single subject and education specialist candidates are introduced to basic formal and
informal assessment strategies in EDUU 512: The Art and Craft of Teaching where they learn about
different types of assessments, including performance based assessment, and research assessment

Institution Name

and summative assessment information
(including performance based assessment) to
identify students language proficiencies and
to develop effective instruction that promotes
students access to and achievement in the
academic content standards. (e.g.,
development of content and language
objectives, flexible strategic grouping,
structured oral interaction).

accommodations and modifications for English learners and students with special needs.

In EDMU 520 & 521: Literacy and Language in K-8 Classrooms I & II, candidates learn how to use a
variety of appropriate and effective assessment techniques and diagnostic strategies to inform literacy
and language instruction, including early intervention techniques. They learn about the California
English Language Development Test (CELDT) for identification, placement, and monitoring of
English learners and instruction that promotes students access to and achievement in the academic
content standards. In these two courses candidates also work individually with an elementary age
child, to plan, teach, and assess reading instruction. During these tutoring sessions, candidates gain
experience not only in working to increase English language development (speaking, reading, writing,
and listening), but they also have an opportunity to monitor and assess a students progress. Candidates
write a tutoring project report that provides them with the opportunity to analyze and reflect on student
learning and the effectiveness of their instructional strategies.

In EDSU 530: Theories, Methods, and Materials for Teaching English Learners candidates learn about
formal assessment tools, such as the CELDT, and informal measures such the Informal Reading
Inventory (IRI) for middle school and high school students. Candidates also learn how to apply the
results of these assessments as they plan for instruction using ELD and /or SDAIE approaches for
making content material comprehensible to English learners. During tutoring sessions, candidates gain
experience working with English language learners and monitoring their progress. To assist the
candidate in truly understanding the process, the course requires candidates to write a tutoring project
report based on the intervention; they reflect on the diagnostic and intervention strategies used as well
as the learning successes demonstrated by the student/tutee.

In EDUU 519: Teaching Students with Mild/Moderate Disabilities, candidates complete a discussion
board activity (week 3) which requires them to view a video and read an article entitled Is This Child
Mislabeled?. A series of questions at the end of the article helps candidates acquire an understanding
of formative and summative assessment and how they contribute to instructional strategies for EL
students with mild/moderate disabilities.

In week 4, candidates have an additional opportunity to practice informally assessing a student through
a discussion board activity based on a video entitled ADHD and Me.


Institution Name

In EDUU 560: Teaching Students with Moderate/Severe Disabilities in Week 2, they learn how to
develop programs and goals that address the needs of individual learners and take family needs and
culture into account through the MAPS process.

G. Candidates learn how to differentiate
instruction based upon their students
primary language and proficiency levels in
English, and considering the students
culture, level of acculturation, and prior
schooling.
Throughout their preservice course work, candidates develop increased ability to choose appropriate
strategies for working with students based on a variety of factors including their primary language and
proficiency levels in English, their cultural background, level of acculturation and prior schooling.

Candidates are introduced to the CELDT test in EDUU 510: Introduction to Teaching and learn how it
is used for the identification, placement, and monitoring of English learners. In EDUU 512: The Art
and Craft of Teaching strategies for differentiated instruction for English learners, learners with
special needs, gifted/talented learners, and learners who are cognitively and culturally different are
addressed and candidates incorporate these strategies into their lesson planning. They also research
assessment modifications for English learners. In EDSU 530: Theories, Methods, and Materials for
Teaching English Learners candidates interview an English learner to gain a better understanding of
their language development and prior schooling and level of acculturation.

In the literacy courses, EDMU 520: Literacy and Language in K-8 Classrooms I, EDMU 521: Literacy
and Language in K-8 Classrooms II and EDSU 530: Theories, Methods, and Materials for Teaching
English Learners candidates develop lessons to support their tutees who are English learners based on
a variety of factors including students primary language and proficiency levels in English. They
gather background information on the student prior to beginning their tutoring that relates to students
culture, level of acculturation and prior schooling so that the information can be used to plan
instruction.

In EDUU 519: Teaching Students with Mild/Moderate Disabilities, candidates read about
comprehension strategies for English language learners. Following this, they engage in a discussion
board (week 6) about a student named Pablo, answering questions and developing recommendations
for the student. In week 7, they have a follow up journal assignment on a different student with similar
issues.


Institution Name

H. Candidates understand and demonstrate the
importance of structured oral interaction in
building academic English proficiency and
fluency.

In EDMU 520: Literacy and Language in K-8 Classrooms I and EDMU 521 Literacy and Language in
K-8 Classrooms II candidates develop an understanding of the importance of structured oral
interaction by exploring strategies such as literacy circles and cooperative learning. They then include
opportunities for oral interaction in the lessons they develop.

In EDSU 530: Theories, Methods, and Materials for Teaching English Learners candidates research
and discuss ways to promote oral language development and oral language strategies such as games,
presentations, dramatization and poetry. They gain a sense of oral language proficiencies by observing
a child using the Student Oral Language Observation Matrix (SOLOM).

In EDUU 560: Teaching Students with Moderate/Severe Disabilities candidates learn about and
discuss how to apply SDAIE strategies for individuals with moderate/severe disabilities in Week 4 as
part of a WIKI assignment. In week 8, students submit their signature assignment that is an ELL
lesson plan that incorporates SDAIE strategies, and differentiation in instruction and assessment to
meet the needs of ELL learners.

I. Candidates learn to analyze and articulate the
language and literacy demands inherent in
content area instruction for English language
learners (e.g., linguistic demands, language
function and form, audience and purpose,
academic vocabulary, comprehension of
multiple oral and written genres).

Candidates learn to analyze and articulate the language and literacy demands inherent in content area
instruction for English language learners in several preservice courses. In EDMU 521: Literacy and
Language in K-8 Classrooms II candidates examine a reading level chart and a lexile conversion chart
and learn how to use the charts to determine the reading level of a book. They participate in an online
discussion about this approach. They also create a semantic map of a book they share with the class
that depicts critical moments/people/places within their book that are significant to the storyline.

Candidates complete a similar assignment in EDSU 532: Content Literacy Instruction for Single
Subject Candidates in which they complete a reflection paper that analyzes the readability of a
textbook in their content area. In another assignment they use a SDAIE checklist to examine a lesson
plan from a published source to discern if the plan includes strategies for bridging and building schema
for English learners. They are asked to identify appropriate strategies and if there are no appropriate
strategies they are instructed to develop their own.

Strategies for supporting English learners are addressed in both EDMU 521: Literacy and Language in
K-8 Classrooms II and EDSU 530: Theories, Methods, and Materials for Teaching English Learners.
For example, in EDMU 521 candidates review award winning childrens literature books and plan and

Institution Name

present a differentiated lesson for one of the books. They also examine teaching cases related to the
literacy demands as they apply to the students in each case.
Candidates develop into, through and beyond strategies for English learners as part of their SDAIE
Reflection papers in EDSU 530: Theories, Methods, and Materials for Teaching English Learners that
address the language and literary demands.

Opportunities to analyze and articulate the language and literacy demands in content area instruction
for English learners also occur as part of the tutoring project in which candidates must maintain a log
of their work with their tutee during the project and discuss the implementation of their intervention
plans and reflections as part of the tutoring project report they complete at the end of the project.

J. Candidates learn how to use a wide variety
of strategies for including ELs in mainstream
curriculum, providing scaffolding, modeling,
and support while maintaining access to
academic content and providing
opportunities for language development.

Candidates are introduced to a variety of strategies for including ELs in the mainstream curriculum
and providing scaffolding, modeling and support in EDUU 512: The Art and Craft of Teaching. As
part of the course candidates examine a variety of teacher centered and student centered approaches to
instruction such as inquiry and problem based learning as well as a cooperative learning. They are
introduced to the concept of differentiated instruction and how to differentiate by content, process and
product and the SIOP model of sheltered instruction and they incorporate these strategies into the
lessons they design.

Candidates learn to use a wide variety of strategies for including ELs in mainstream curriculum,
providing scaffolding, modeling and support in the literacy courses EDMU 520: Literacy and
Language in K-8 Classrooms I, EDMU 521 Literacy and Language in K-8 Classrooms II and EDSU
530: Theories, Methods, and Materials for Teaching English Learners.
They apply these strategies to work they do with their tutee.

Strategies for maintaining access to academic content and opportunities for language development also
occur in EDSU 532: Content Literacy Instruction for Single Subject Candidates. In this course they
observe in classroom to look for strategies used by the teacher to differentiate instruction. They read
about and discuss a variety of scaffolded reading/writing strategies and apply those strategies to the
development of a scaffolded lesson plan. They also produce a video demonstration of one of those
strategies.

In EDUU 519: Teaching Students with Mild/Moderate Disabilities, candidates participate in a team

Institution Name

WIKI activity (week 3) which consists of conducting an internet search for SDAIE strategies that
would be most appropriate for learners with mild/moderate disabilities, and then
commenting/annotating at least three strategies.

In week 7, candidates participate in a discussion board activity centered around the parallels between
the acquisition and development of second language skills and the acquisition and development of
skills by learners with mild/moderate disabilities.

academic lesson plan that incorporates SDAIE strategies, and differentiation in instruction and
assessment to meet the needs of ELL learners.

K. Candidates acquire the knowledge of and
ability to teach English learners, including
but not limited to Specially Designed
Academic Instruction in English (SDAIE)
methodology, language acquisition and
English Language Development (ELD), as
applicable to a multiple subjects, single
subject content, or special education
classroom.

Candidates are initially introduced to the strategies to support English learners in three courses.
In EDUU 510: Introduction to Teaching, candidates investigate how culture, class, language, and
gender shape educational practices, and they are encouraged to examine their assumptions about
teaching and learning as they relate to building a safe environment for learning. In this light, they
learn techniques for managing space and the physical environment to foster and maintain a safe,
effective, and positive learning climate for all students, including students with different cultural,
social-economic, linguistic, and special learning needs.

Many times students are identified as having special needs when the real issue is their lack of
proficiency in the English language. In other instances, students who have been identified as having
special needs also are English learners. Candidates in EDUU 511: Collaboration for Inclusive
Schooling learn instructional strategies that are designed specifically to help students with special
needs learn to understand spoken English, to speak English, and eventually to read and write in
English. Equally important skills that are developed in this course are those that provide opportunities
for candidates to acquire knowledge of and apply skills in effective and collaborative team planning,
use instructional practices that promote academic development of all students, and create rich
educational environments in which each students feels valued and safe, and in which each student is
enabled to make meaningful choices, has academic and social support, and is learning and working in
harmony with classmates.

Institution Name

The third introductory course, EDUU 512: The Art and Craft of Teaching, lays a solid foundation for
subsequent courses in terms of instructional strategies. In this course, candidates acquire an
understanding of multiple intelligence theory, brain-based learning theories, classical learning theories,
learning styles, and how principles associated with these perspectives inform effective instructional
practices for all learners, including students who are learning English as a second language.
Candidates also learn how to select effective instructional practices in order to make content accessible
to English learners, and thereby promote their proficiency and fluency in English.

Candidates acquire a more in depth knowledge of and ability to teach English learners, including but
not limited to Specially Designed Academic Instruction in English (SDAIE) methodology, language
acquisition and English Language Development (ELD) in EDMU 520: Literacy and Language in K-8
Classrooms I, EDMU 521: Literacy and Language in K-8 Classrooms II and EDSU 530: Theories,
Methods, and Materials for Teaching English Learners. These courses focus on theories, issues, and
practices involved in first and second language acquisition and maintenance, including psychological
socio-cultural, pedagogical, legal and political factors. They provides an overview of state-designated
assessment instruments and policies to identify and place English learners, and the spectrum of school-
based educational structures that address these students academic needs in California, as guided by
the states Standards for English Language Development.

In EDMU 520: Literacy and Language in K-8 Classrooms I, candidates are introduced to the theories
of language acquisition. In EDMU 521 Literacy and Language in K-8 Classrooms II they examine
SDAIE strategies as they relate to a teaching case. They are also introduced to the CALLA and SIOP
models and learn strategies for scaffolding instruction that they then apply to the lessons they design.
In EDSU 530: Theories, Methods, and Materials for Teaching English Learners candidates participate
in discussions on various topics related to instruction of English learners, contribute to a private
journal blog (with instructor) about readings, write reflection papers on appropriate
Into/Through/Beyond approaches in content-area learning. They conduct two different observations,
one in which they use checklists that focus observations on elements of SDAIE and the other that
focuses on students oral language proficiencies using the Student Oral Language Observation Matrix
(SOLOM).They develop a SDAIE/CALLA lesson and present the lesson. They also learn about the
Sheltered Instruction Observation Protocol (SIOP) model.


Institution Name

In all three courses candidates practice what they have learned about facilitating language development
for English learners by planning, teaching, assessing one child who has been identified as an English
learner. Candidates gather data, background and assessment information about the learner, conduct
informal assessments to get to know more about the learner and bond with him/her, plan an
intervention based on analyses of the formal and informal data/information, apply the intervention
(ELD strategies) over an 8-hour tutorial, and write a final report describing the processes and results of
the intervention as well as the learners response, successes, and further needs.

In EDUU 519: Teaching Students with Mild/Moderate Disabilities, candidates participate in a team
WIKI activity (week 3) which consists of conducting an internet search for SDAIE strategies that
would be most appropriate for learners with mild/moderate disabilities, and then
commenting/annotating at least three strategies, covering the areas of ease of implementation,
effectiveness, etc.

In week 7, candidates participate in a discussion board activity centered around the parallels between
the acquisition and development of second language skills and the acquisition and development of
skills by learners with mild/moderate disabilities.

academic lesson plan that incorporates SDAIE strategies, and differentiation in instruction and
assessment to meet the needs of ELL learners.

Please provide information regarding the number of hours within your institutions intern preservice preparation devoted to the content
described in A-K above. Hours: 70

Institution Name

Part Two: Support and Supervision
Provide a brief description (1-2 pages) outlining your institutions plan for implementing revisions to Support and Supervision for all interns, as well as
your plans for providing Support and Supervision specific to assisting interns with learning to teach English learners. Refer to Appendices A and B of
PSA 13-06 for guidance.

The support and supervision of interns is a responsibility that is shared equally between Brandman University and the employer. Of the minimum 144
hours of support and supervision that is required per year the university will provide well over half of those hours through a variety of activities described
in the narrative below. The employer will be expected to provide support and supervision that represents at least half of those hours as well. In addition,
the university will provide an additional 45 hours of support, mentoring and supervision of interns that is specific to the needs of English learners. Hours
of support and supervision will be documented and logged through our Field Experience Management system in LiveText.

Brandman University Support and Supervision Activities
University Supervisor Observations
The Campus Clinical Coordinators assign a University Supervisor to each intern at the beginning of their internship who supports and mentors the
candidates and provides feedback on their teaching. Candidates submit lesson plans to their supervisor prior to each observation and those plans are
reviewed by the supervisor. Post observation discussions provide an opportunity for candidates to analyze and reflect on their teaching. Observations and
post observation discussions are approximately two hours in duration. As one of our program revisions we will be increasing the minimum number of
classroom observations that University Supervisors conducts each eight week term so they will be observing interns every other week.

Weekly Contact with University Supervisors
While weekly contact has been a common practice among many of our supervisors it has not been required. As part of our program revision we will be
requiring University Supervisors to be in contact with the interns they supervise for approximately one hour per week. The purpose of the weekly contact
is to provide support related to observations, planning, curriculum, and instruction in addition to helping interns solve any problems they may be facing.
Supervisors may make contact interns through a variety of methods (e.g., email, phone, video conferencing media).

Intern Seminars
Interns are currently required to attend four seminars each term at their respective campus. A range of topics are addressed including classroom
management, differentiated instruction and assessing student learning. As a revision to the program interns will register for an online seminar course each
term that will be conducted through Adobe Connect. The course will consist of weekly 1 hour seminars designed to meet the specific needs of interns
and provide opportunities for them to discuss their experiences and any issues they may be facing. At least four of the seminars each term will focus on
building interns skills related to working with English learners. Seminars will be led by a faculty member with an EL authorization who has expertise in
this area.

Intern Observations
Interns are currently expected to conduct four observations per term with some of the observations taking place in settings and grade levels that differ from
their regular assignment. They discuss each observation with their University Supervisor and submit a form documenting their experience. As a revision to
the program at least two of the four observations each term will focus on observing SDAIE/ELD lessons.

Institution Name

Employer Support and Supervision Activities
As a revision to our Memorandum of Understanding it will be specified that the employer must provide a minimum of two hours of support/mentoring and
supervision to the intern per week.

The employer must identify the individual(s) who will serve as mentors for the intern. The mentor(s) must meet the minimum qualifications that will be
outlined in the Memorandum of Understanding and if they do not hold an EL authorization the employer must identify an individual with the authorization
who will be available to assist the intern with learning to teach English learners. The mentor(s) role is to provide support specifically addressing issues in
the interns classroom. This may involve activities that include, but are not limited to, observing the intern and providing feedback, conducting
demonstration lessons, co-teaching, attending workshops or observing in other classrooms with the intern.

Additional support/mentoring and supervision provided by the employer may include activities such as content specific coaching, district sponsored
professional development/workshops, grade level or department meetings related to curriculum, planning and/or instruction and access/student
memberships for participation in district/regional groups (e.g., ELAC committee, Council for Exceptional Children). A list of suggested
support/supervision and mentoring activities will be included with the Memorandum of Understanding.

Brandman Support and Supervision Specific to Assisting Interns to Teach English Learners
University Supervisor Observations
University Supervisors use the Teaching Performance Expectations (TPEs) as a means of providing feedback to interns on their teaching. Teaching
English learners is reflected in TPE 7 and University Supervisors look for evidence that candidates are developing expertise in working with English
learners during each observation. Observations and post observation discussions are approximately two hours in duration and supervisors will be observing
every other week.

Weekly Contact with Supervisors
Addressing the needs of English learners may emerge as a topic of conversation during the weekly contact supervisors have with their interns so
supervisors may provide support and guidance in this area during this time.

Intern Seminars
Interns will register for an online seminar course each term that will be conducted through Adobe Connect. The seminars will be held weekly for 1
hours and will be designed to meet the specific needs of interns and provide opportunities for them to discuss their experiences and any issues they may be
facing. At least four of the seminars each term will focus on building interns skills related to working with English learners.

Intern Observations
Interns are expected to conduct four observations per term. At least two of the four observations will focus on observing SDAIE/ELD lessons.
The observations are then discussed with their University Supervisor and interns submit a form documenting their experience. The observation and
discussion of the observation require approximately two hours of time per observation.


Institution Name

Part Three: Intern Program Course Sequence
Provide a course (name, course #) sequence, by semester/quarter if possible, for each of the intern programs at your institution.

Multiple Subject Intern Program Course Sequence
Preservice Phase
Term 1
EDUU 510 Introduction to Teaching
EDUU 512 The Art and Craft of Teaching

Term 2
PSYU 323 Child Development
EDMU 520 Literacy and Language in K-8 Classrooms I

Term 3
EDUU 511 Collaboration for Inclusive Schooling
EDMU 521 Literacy and Language in K-8 Classrooms II

Internship Phase
Trimester 1
EDMU 580 Supported Teaching I: Elementary School and Supported Teaching Seminar I
EDMU 524 Teaching and Learning Math in K-8 Classrooms
EDUU 551 Educational Applications of Computers
EDUU 513 Student Health and Safety
EDUU 514 Physical Education for Elementary Teachers

Trimester 2
EDMU 581 Supported Teaching II: Elementary School and Supported Teaching Seminar II
EDMU 525 Teaching and Learning Science in K-8 Classrooms
EDUU 540 Wisdom Through Practice
EDMU 523 History, Social Science and Visual/Performing Arts in K-8 Classrooms

Institution Name

Trimester 3
EDMU 583 Directed Teaching: Elementary School II

Single Subject Intern Program Course Sequence
Preservice Phase
Term 1
EDUU 512 The Art and Craft of Teaching

Term 2
PSYU 324 Adolescence
EDSU 530 Theories, Methods and Materials for Teaching English Language

Term 3
EDSU 532 Effective Literacy Instruction for Single Subject Candidates

Internship Phase
Trimester 1
EDSU 590 Supported Teaching I: Secondary School and Supported Teaching Seminar I
EDSU 531 Secondary Instructional Strategies for Language/Culturally Diverse Classrooms

Trimester 2
EDSU 591 Supported Teaching II: Secondary School and Supported Teaching Seminar II
EDSU 533 Content Specific Strategies for Single Subject Candidates
EDUU 540 Wisdom Through Practice
EDSU 524 Preparing 21
st
Century Learners: A Collaborative and Integrated Approach

Trimester 3
EDSU 593 Directed Teaching II: Secondary School

Institution Name

Education Specialist Intern Program Course Sequence

Preservice Phase
Term 1

Term 2
PSYU 323 Child Development
EDUU 512 Art and Craft of Teaching

Term 3
EDMU 520 Literacy and Language in K-8 Classrooms I OR EDSU 530 Theories, Methods and Materials for Teaching English Language
EDUU 519 Teaching Students with Mild/Moderate Disabilities OR EDUU 560 Teaching Students with Moderate/Severe Disabilities

Term 4
EDMU 521 Literacy and Language in K-8 Classrooms II OR EDSU 532 Effective Literacy Instruction for Single Subject Candidates

Internship Phase
Trimester 1
EDTU 570 Supported Teaching I Mild/Moderate OR EDTU 571 Supported Teaching I Moderate/Severe and Supported Teaching Seminar I
EDUU 602 Positive Behavior Supports
EDUU 655 IEP Development and Special Education Law
EDUU 649 Data-based Decision Making in Special Education

Trimester 2
EDTU 590 Supported Mild/Moderate II OR EDTU 591 Supported Moderate/Severe II and Supported Teaching Seminar II
EDMU EDUU 603 Instructional Supports for Communication, Language and Literacy
EDMU 524 Teaching and Learning Math in K-8 Classrooms OR EDSU 531 Secondary Instructional Strategies for Language/Culturally
Diverse Classrooms

Institution Name


Trimester 3
EDTU 592 Directed Teaching Mild/Moderate OR EDTU 593 Directed Teaching Moderate/Severe (3)
EDMU 525 Teaching and Learning Science in K-8 Classrooms OR EDSU 533 Content Specific Strategies for Single Subject Candidates
EDUU 514 Physical Education for Elementary Teachers
EDMU 523 History, Social Science and Visual/Performing Arts in K-8 Classrooms OR EDSU 534 Preparing 21
st
Century Learners: A
Collaborative and Integrated Approach

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Revised Intern Preservice Preparation for Brandman University

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