48 minute read
EDUCATION
4.0 units 3.6 CEUs Anyone who does web work needs to understand HTML (Hypertext Markup Language) and CSS (Cascading Style Sheets). Together, they provide the foundation on which web pages are built. HTML labels types of information, and CSS specifies how that information will look. Using step‑by‑step code writing exercises, students learn how HTML and CSS work together to create responsive web pages, starting with the very basics and progressing up to the intermediate level. Topics include HTML5 tags and elements, links, forms, lists, images, and color. Also covered are page layout, properties, selectors, CSS3, media queries, menus, the box‑model, specificity, the cascade, pseudo ele‑ ments and classes, adding video, animation, JavaScript, and jQuery, as well as site deployment. Free software is used and there are no prerequisites.
Reg# 387557 Fee: $995
No refund after 26 Sept. MOnline Sept. 22‑Nov. 24 Enrollment limited. Enrollment deadline: Sept. 28. M & Gideon Arom
COM SCI X 418.88B
JavaScript
4.0 units 3.6 CEUs Web users today expect sites to provide dynamic user interfaces, fast response times, and advanced features. JavaScript delivers that, which is why JavaScript has become such an important programming lan‑ guage for web developers. This course benefits anyone who is involved with web development, including server‑side programmers who use ASP, JSP, PHP, or other languages and web designers who use XHTML and CSS and would like to build rich Internet applications (RIAs) with JavaScript and DOM scripting. Students learn XHTML and CSS (Cascading Style Sheets) skills and learn how to use Firefox and its free Firebug extension to debug JavaScript applications. Addition‑ ally, students learn how to use arrays, functions, regular expressions, exception handling, libraries, and user‑defined objects. The course provides an introduction to closures, recursion, prototype‑based inheritance, extension of built‑in JavaScript objects, and an object‑ oriented approach to data validation that students can use as a model for their own applications. Students also learn how to use DOM Script‑ ing to build applications that run slide shows, do image rollovers, use dropdown menus, rotate headlines, sort the data in tables, and provide animation. The course also covers how to use the objects, methods, and properties of a web browser and how to use third‑party libraries, such as jQuery and Dojo.
Reg# 387614 Fee: $995
No refund after 25 Sept. MOnline Sept. 21‑Nov. 23 Enrollment limited. Enrollment deadline: Sept. 27. M & Prentiss Knowlton, PhD, senior systems engineer, QSS
Course Icons Provide Information At-a-Glance
X IN-PERSON, page 1. A REMOTE, page 1.
m ONLINE Technical requirements, page 1. v HYBRID (IN-PERSON), page 1. a HYBRID (REMOTE), page 1. M WEB-ENHANCED COURSE, page 1. & TEXTBOOK REQUIRED Visit our website for textbook information. C UC CREDIT May be transferable to other colleges and universities. Learn more on our website.
GIS (Geographic Information Systems)
UCLA Extension’s GIS and Geospatial Technology Certificate, created in partnership with the UCLA Department of Geography, provides a comprehensive introduction to the state‑of‑the‑art methods and techniques used in the field of geographic information systems (GIS) and geospatial technology. The program teaches computer‑based mapping and spatial analysis techniques with hands‑on, project‑based instruction using industry‑ standard GIS software platforms. All courses are designed to accommodate the schedules of working professionals, and no prior GIS experience is required or assumed. Participants who complete the program can expect to be sufficiently prepared for an entry‑level job in GIS and/or related geospatial industries.
Students will be earning transferable UCLA course credit for all courses in the certificate program. This course is accredited and approved by the UCLA Academic Senate as a credit‑bearing course. It carries lower‑division undergraduate credit. Weekly activities include reviewing video lectures, technical screencasts, and readings. Com‑ pleting practical assignments involve the use of GIS methods to address real‑world scenarios, self‑assessment using automated non‑graded quizzes, and more. The program is offered fully online and may be completed in as little as one‑year.
Technical requirements:
Students are responsible for providing a personal computer with a minimum of 4GB of RAM that is capable of running Windows 10. Apple hardware running macOS can be used provided that Windows 10 is installed either using Boot Camp or virtualization (VirtualBox, Parallels, etc.) with at least 4GB of RAM allocated to Windows. Hardware speci‑ fications in excess of these minimum requirements will offer better performance and a better student experience. Students are provided with a student license for ArcGIS as long as they are enrolled in pro‑ gram courses for which ArcGIS is required. These are online courses, wherein all course content is delivered online and all interaction among the instructor and the participants will take place online; additional requirements include microphone, headphones/speakers, and webcam.
GEOG XL 7
5.0 units The purpose of this course is to introduce students to fundamental principles and concepts behind the use and application of geographic information systems (GIS). Students learn how to think spatially, become familiar with information technology, produce maps, com‑ municate effectively using spatial information, and conduct data analysis with GIS. Instruction is technique‑oriented, focusing heavily on practical applications of GIS methods and practices using the industry‑standard ArcGIS software platform. All course exercises situ‑ ate GIS within both its practical and economic context. Key concepts and ideas are reinforced through practical assignments and activities involving the use of desktop GIS software.
Reg# 384766 Fee: $2,250
No refund after 3 Oct. MOnline Sept. 26‑Dec. 11 Required course in the GIS & Geospatial Technology Certificate program. Students can choose to take GEOG XL 7 in one of two formats: selfpaced or cohort-based. This is the cohort-based version of the course. Students enrolled in the cohort-based version of the course will take the course over a standard ten-week academic quarter, with weekly due dates for course activities providing structure. This option is best for students who are motivated by deadlines and enjoy being able to engage in discussion with classmates. Enrollment limited to 50 students; early enrollment recommended. Visitors not permitted. M & Sierra Burkhart Michael Shin
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Reg# 384769 Fee: $2,250
No refund after 3 Oct. MOnline Sept. 26‑Mar. 26 Required course in the GIS & Geospatial Technology Certificate program. Students can choose to take GEOG XL 7 in one of two formats: selfpaced or cohort-based. This is the self-paced version of the course. Students enrolled in the self-paced version will have two quarters from the course’s scheduled start date (NOT from date of enrollment) to complete the course, and there are no scheduled due dates for course activities. This option is best for self-motivated students who wish to complete what is typically a 10-week course either more quickly or over a longer period of time. Students who enroll after the course’s scheduled start date should be aware that they will have less than the full two quarters to complete course activities. Any students who wish to take advantage of the full two-quarter time window should enroll in the subsequent quarter’s self-paced course in advance of the course’s start date. Enrollment limited to 50 students; early enrollment recommended. Visitors not permitted. M & Sierra Burkhart Michael Shin
GEOG XL 181A
Intermediate Geographic Information Systems (GIS)
4.0 units This course reinforces and introduces additional key geographic concepts and techniques related to the theory and application of geographic information systems (GIS). Topics such as geographic coordinate systems, automation, geoprocessing, raster data process‑ ing and management, vector digitizing, and various forms of spatial data management are given in‑depth treatment during this intensive seminar. Spatial data literacy, data formats, and data manipulation practices are also emphasized. Students are trained in the use of both open‑source (QGIS) and commercial (Esri’s ArcGIS for Desktop) GIS software platforms. In addition to exposing students to the variety of settings and situations in which GIS data management techniques are used, students also learn how to implement such techniques through completion of practical exercises.
Reg# 384770 Fee: $1,800
No refund after 3 Oct. MOnline Sept. 26‑Dec. 11 Required course in the GIS & Geospatial Technology certificate program. Enrollment limited to 50 students; early enrollment recommended. Visitors not permitted. M & Sierra Burkhart Michael Shin
GEOG XL 181B
Advanced Geographic Information Systems (GIS)
4.0 units This course is a project‑based exploration of advanced topics in GIS and geospatial technology, with a focus upon spatial data analysis and visualization techniques. Students complete a series of hands‑on weekly projects, each of which focuses upon the use of a defined subset of spatial data analysis and visualization methods in address‑ ing real‑world problems and scenarios. Advanced spatial analysis methods covered in this course include network analysis, cost dis‑ tance analysis, site selection and optimization, interpolation, multi‑ layer raster data analysis (map algebra), and other related techniques. Basic concepts and techniques associated with spatial statistics, including clustering and spatial dynamics, are also introduced in an applied context.
Reg# 384771 Fee: $1,800
No refund after 3 Oct. MOnline Sept. 26‑Dec. 11 Required course in the GIS & Geospatial Technology Certificate program. Enrollment limited to 50 students; early enrollment recommended. Visitors not permitted. M & Sierra Burkhart Michael Shin
EDUCATION
For more information call (310) 825-4191.
Early Childhood Educators
For information about the Early Childhood Education Certificates, email eceonline@uclaextension.edu, visit uclaextension.edu/ education/certificates, or call (310) 825-4191.
EDUC X 21
Child Development/Desarrollo Infantil
4.5 units This is an introductory course in child growth and development span‑ ning conception through middle childhood. The course covers theories of human development; the scientific study of development; genetic and environmental contributions and interactions on child develop‑ ment; and developmental time frames from conception and prenatal development through infancy, toddlerhood, early childhood, and middle childhood. Students learn about milestones and the cultural contexts of development across domains: physical, cognitive, lan‑ guage, social, and emotional development. Students are required to observe an infant 0‑36 months old and a child 3‑6 years old. This is the recommended first course in the ECE series. This is a lower‑divi‑ sion (entry level) college class. This is also an intensive class. We are completing a full course in only 8 weeks. Expect to spend around 12 hours per week completing everything in each week’s module. There is a significant amount of reading required. Professional‑level English language proficiency in the following areas is required: reading comprehension, vocabulary, note‑taking, and written expression.
Reg# 388208 Fee: $527
No refund after 23 Sept. MOnline Sept. 19‑Nov. 13 M Jackie Kelley, MA, early childhood educator; adjunct professor, Santa Monica College.
Reg# 388222 Fee: $527
No refund after 23 Sept. MOnline Sept. 19‑Nov. 13 This section will be taught in Spanish. M & Monica Hilario, MA, primary teacher, Early Education and Extended Learning Programs, Glendale Unified School District; recipient, UCLA Extension Distinguished Instructor Award, 2011.
Reg# 388202 Fee: $527
No refund after 21 Oct. MOnline Oct. 17‑Dec. 11 Materials provided in Canvas course shell. M Kathy Fuller, PhD, educational consultant; recipient, UCLA Extension Distinguished Instructor Award, 2012. EDUC X 22
The Young Child in the Family and Community/ El Niño Pequeño en la Familia y Comunidad
4.5 units This online early childhood development course focuses on the social and cultural dynamics between the young child, the family, and the community. Students develop communication skills between young children, peer groups, parents, and teachers. They investigate com‑ munity resources and social services, including health care, welfare, and counseling. Students also explore culture, diversity, and equity within the classroom and the larger community. Students examine their own and others’ understanding of social and cultural belonging. Instruction includes exploration of tools, classroom strategies, com‑ munity resources, and advocacy for supporting family engagement and creating productive partnerships with children and families. Note that this is an intensive course, in which the work of a full academic quarter is offered in only 8 weeks. You may be required to interview people, observe children, or go into the community for this course, so plan ahead.
Reg# 388226 Fee: $527
No refund after 23 Sept. MOnline Sept. 19‑Nov. 13 This course requires purchase of a digital text for $73.50 which will be available for purchase when the Canvas course shell is made available to students two days before the course start date. Instructions and a link to purchase will be available on the course website. International Students should verify their web access to Cengage Publishers before purchasing. M &
Reg# 388224 Fee: $527
No refund after 21 Oct. MOnline Oct. 17‑Dec. 11 M & Victor Soto, MA, human development; adjunct professor for Pacific Oaks College.
EDUC X 23
Foundations of Early Care and Education: An Introduction to Teaching Young Children/ Introducción la Enseñanza de Niños Pequeños
4.5 units Learn about early care, education approaches, and how to identify quality care. This online course on teaching young children introduces the approaches, history, and development of early childhood education programs. The course offers an overview of developmentally appropri‑ ate learning environments, curriculum, and how to define play‑based learning and outcomes. Students explore how different program approaches meet the needs of the young child. Students learn obser‑ vation, assessment, and strategies for guiding children’s behavior. Field observations are required. This is a lower‑division (entry level) college class. This is an intensive course, in which the work of a full academic quarter is offered in only 8 weeks. Expect to spend around 12 hours per week to complete everything in each week’s module. Before you take this course, we recommend you take Child Development, unless you have classroom experience with children already.
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Reg# 388227 Fee: $527
No refund after 23 Sept. MOnline Sept. 19‑Nov. 13 M & Lillian Pimentel-Stratton, EdD, Walden University; faculty, Bakersfield College, early childhood education.
Reg# 388228 Fee: $527
No refund after 21 Oct. MOnline Oct. 17‑Dec. 11 M & Jackie Kelley, MA, early childhood educator; adjunct professor, Santa Monica College.
EDUC X 24
Introduction to Curriculum and Learning Environments/Introducción al Currículo y Ambientes de Aprendizaje
4.5 units This online course covers developmentally appropriate curriculum methods for early childhood. Students learn to design, equip, plan, and implement engaging learning environments for supporting develop‑ mental goals and knowledge. Learn to create optimal curricula and learning experiences based on theory, observation, and assessment within a context of relationships and play. Develop strategies for cul‑ turally‑relevant curricula. Embed activities designed to establish children’s positive attitudes and behaviors for learning, pro‑social behavior, a strong sense of self, competence, and emotion regulation. Understand how the curriculum and learning environment can guide cognitive, social, and emotional development and mitigate challenging behaviors. Students are required to observe young children. This is a lower‑division (entry level) college class. This is also an intensive class. We are completing a full course in only 8 weeks. Expect to spend around 12 hours per week to complete everything in each week’s module. Before you take this course, we recommend you take the Child Development course and the course on Foundations of Early Care and Education, unless you have significant classroom experience with children already.
Reg# 388229 Fee: $527
No refund after 23 Sept. MOnline Sept. 19‑Nov. 13 M Kathy Fuller, PhD, educational consultant; recipient, UCLA Extension Distinguished Instructor Award, 2012.
Reg# 388230 Fee: $527
No refund after 21 Oct. MOnline Oct. 17‑Dec. 11 M & Lillian Pimentel-Stratton, EdD, Walden University; faculty, Bakersfield College, early childhood education.
EDUC X 25
Play and the Developing Brain in Early Childhood Education
4.5 units This online course provides a contemporary, research‑based perspec‑ tive on learning and inquiry through play in early childhood settings and explains how play supports optimal brain development. Students learn about historical and contemporary perspectives of the critical role of play in early learning and development. Students explore play as an optimal medium for social and cognitive learning, executive function skills, and brain development in the context of current devel‑ opmental theory. Emphasis is placed on practical strategies for creat‑ ing play‑based learning environments, hands‑on experiences, and multi‑cultural inclusiveness. Students observe, document, and explore ways to integrate play throughout the curriculum. Observations of young children are required.
Reg# 388231 Fee: $527
No refund after 23 Sept. MOnline Sept. 19‑Nov. 13 M & Kristin Sherman, MA in human development and social change; director, ECE program, New School West, Santa Monica, CA ECE Mentor Program.
EDUC X 321.25
Anti-Racism and Teaching in a Diverse Society for Early Childhood Education
3.0 units This course introduces students to Culturally Responsive Teaching (CRT) and theory by incorporating strategies for creating a student‑ centered classroom. Students will learn to define anti‑racism, identify embedded privilege, and reflect on and recognize personal bias. Students will work on creating identity‑safe, care‑oriented classrooms. Specific topics include how to “center” the curriculum to authentically include linguistic diversity, diverse cultures and communities, under‑ standing micro‑aggressions, and social justice.
Reg# 388234 Fee: $373
No refund after 4 Nov. MOnline Oct. 31‑Dec. 11 & M TiaMarie Harrison, MS
EDUC X 312.42
Techniques for Behavior Change in Young Children
3.0 units This course is an overview of the various methods for changing, adapting, and managing individual children’s behavior. Instruction covers assertive discipline, behavior modification, and other authoritarian and egalitarian approaches to behavior change in young children. The advantages, dis‑ advantages, and appropriate use of each approach are analyzed. Applies toward Title 22 Regulations and Title 5 Child Development Permits; elective course for both Basic and/or Advanced Core Certificates. Letter grade of “C” or better required for California ECE Permits.
Reg# 388235 Fee: $373
No refund after 23 Sept. MOnline Sept. 19‑Oct. 30 M & TiaMarie Harrison, MS
EDUC X 321.2
3.0 units This course offers an overview of administering a child care center. An introduction to the logistical and philosophical details of planning, implementation, and appropriate care and education is presented. Instruction covers national professional guidelines for how an effective administrator implements a plan, creates a safe and developmentally appropriate learning environment, and evaluates the quality and improvement of a center. You learn about record‑keeping, reporting, and staff policies. Licensing, permits, and regulations are covered for the state of California. Applies toward California Title 22 and Title 5 regulation compliance and child development permits.
Reg# 388250 Fee: $424
No refund after 23 Sept. MOnline Sept. 19‑Oct. 30 M & Patricia Yeldell, PhD in organizational management, MS in educational leadership from Pepperdine University. Instructional director of Early Childhood Education at the Los Angeles Unified School District. rrr
Reg# 388251 Fee: $424
No refund after 4 Nov. MOnline Oct. 31‑Dec. 11 This course requires purchase of a digital text for $73.50. Instructions and a link to purchase will be available on the course website. International Students should verify their web access to Cengage Publishers before purchasing. M & Terri Emberling, MA in counseling and clinical psychology; founder/ director, Relationship Roots.
EDUC X 321.21
3.0 units This course offers an overview of the leadership, supervision, and professional development of staff and how to guide the center and the staff toward a high‑quality, developmentally appropriate philoso‑ phy and implementation of a program. Instruction covers how to lead people and serve as a curriculum leader; alignment of environ‑ ment and practices with center mission and value statements; community building; hiring and retention; staff support, guidance, and professional development; and supporting quality curriculum through leadership and reflective evaluation. Students learn to develop relationships with families that are culturally sensitive and reciprocal and to communicate with and engage families in the center. Emphasis is given to observation and analysis skills, leader‑ ship and mentoring skills, and measuring leadership and manage‑ ment for optimal functioning of the center and staff. The course applies toward California Title 22 and Title 5 regulation compliance and child development permits.
Reg# 388253 Fee: $424
No refund after 23 Sept. MOnline Sept. 19‑Oct. 30 M & Ellen Khokha, MA, founder/director, The Growing Place Child Develop‑ ment Center; instructor, Santa Monica College.
EDUC X 321.23
Adult Supervision in Early Childhood Programs
3.0 units Instruction examines staff organization for effective communication and interpersonal relationships and covers criteria for selecting and evaluating personnel; the administrative role in promoting professional growth, teaching effectiveness, and sensitivity to individual needs; and staff involvement in planning and evaluating programs. Applies toward Title 22 regulations; Title 5 Child Development Permits for Adult Supervision Requirements for Master Teacher, Site Supervisor, and Program Director of Child Care Centers; and is a core required course for the Early Childhood Education Administration Certificate.
Reg# 388254 Fee: $424
No refund after 23 Sept. MOnline Sept. 19‑Oct. 30 M & Terri Emberling, MA in counseling and clinical psychology; founder/ director, Relationship Roots.
EDUC X 321.26
4.5 units This course offers an introduction and practice on observation, docu‑ mentation, assessment, and the skills necessary to apply assessment findings to create an appropriate curriculum for young children. In this course, students develop systematic and purposeful observation and interpretation of documentation for the creation of emergent curricu‑ lum and assessment of young children aged 0‑5 years. Students learn the California guidelines for Early Childhood Education and Transitional Kindergarten. California ECE competencies and tools introduced in the course include the CA Preschool Curriculum Frameworks, California Preschool Learning Foundations, and Desired Results Developmental Profile (DRDP).
Reg# 388346 Fee: $527
No refund after 21 Oct. MOnline Oct. 17‑Dec. 11 M & Kristin Sherman, MA in human development and social change; director, ECE program, New School West, Santa Monica, CA ECE Mentor Program. EDUC X 321.44
Music and Movement in Early Childhood Education
3.0 units Instruction covers how to plan and lead developmentally appropriate music activities for young children. Students participate in rhythm, song, instrument, and movement activities that enhance children’s participation in group “circle time” and independent music play experi‑ ences. Teaching strategies, environments, and material sources are explored through discussion and demonstration. Students may be required to observe young children. Applies toward Title 22 Regulations and Title 5 Child Development Permits; elective course for both the Early Childhood Lead Teacher Certificate and/or Early Childhood Administration Certificates. Letter grade of “C” or better required for California ECE Permits.
Reg# 388347 Fee: $373
No refund after 4 Nov. MOnline Oct. 31‑Dec. 11 M & Teri Sulc, MA, educational administration, CSU Northridge; counselor/ adult education, parent educator, music school administrator at Gerard’s Guitars in Tarzana.
EDUC X 321.59
Health, Nutrition, and Safety in Early Childhood
3.0 units This course covers guidelines for creating a safe and healthy environ‑ ment for the young child, including emergency preparedness (fire, earthquake, first aid), health and public health‑related issues, and the nutritional needs of children. Applies toward Title 22 Regulations and Title 5 Child Development Permits; elective for both the Early Childhood Lead Teacher Certificate and/or Early Childhood Administration Certificates.
Reg# 388350 Fee: $373
No refund after 23 Sept. MOnline Sept. 19‑Oct. 30 M Tamar D. Andrews, EdD, college instructor; director, ECE Temple Isaiah LA.
EDUC X 321.74
Developing an Infant and Toddler Child Care Program
4.5 units Instruction explores the components of a quality infant/toddler care program: costs, staffing, appropriate environments, developmental experiences, health issues, and parent involvement. Instruction emphasizes the special needs of infants in a group care setting. Applies toward Title 22 Regulations and Title 5 Child Development Permits; elective course for ECE Lead Teacher and ECE Administration Certificate.
Reg# 388352 Fee: $527
No refund after 23 Sept. MOnline Sept. 19‑Nov. 13 M Nicki Backlar, MA, Pacific Oaks College, Human Development; instruc‑ tor, Santa Monica College; LASC; CD WFI; LAUP.
X IN-PERSON, page 1. A REMOTE, page 1. m ONLINE, page 1. v HYBRID (IN-PERSON), page 1. a HYBRID (REMOTE), page 1. M WEB-ENHANCED COURSE, page 1. & TEXTBOOK REQUIRED C UC CREDIT
Higher Education & Adult Educators
College Counseling Certification
For information about the College Counseling Certificate, email onlineccc@uclaextension.edu, visit uclaextension.edu/ education/certificates, or call (310) 825-4191.
EDUC X 414.83
Introduction to Counseling for College Admission
4.5 units Introduction to Counseling for College Admission explores the college admission process from both the student and counselor perspectives, with emphasis on student research, application, selection, and coun‑ selor information dissemination and responsibility. This course provides in‑depth information on application calendar options, college and university options, and admission criteria. The course offers education information with an emphasis on the counselor’s skill development in assisting students with college application and selection, while provid‑ ing current theory and issues combined with strategic practice.
Reg# 388319 Fee: $795
No refund after 23 Sept. MOnline Sept. 19‑Nov. 28 M & Victoria Rueda, BA in child development; MA in school administration. Former K‑12 and postsecondary teacher; former assistant principal, K‑8; principal, K‑6; former head of schools, K‑12.
Reg# 388320 Fee: $795
No refund after 23 Sept. MOnline Sept. 19‑Nov. 28 M & Claudia Salinas, MA. Throughout her college counseling career what Ms. Salinas has valued the most have been the relationships with the students she has counseled. She is the first in her family to attend college. It is her belief that the path to college is an opportunity to reflect on and consider the many possibilities of career choices, appropriate majors, and selection of the school which would be the best choice to empower students to recognize and own their options. Deren Finks
Reg# 388322 Fee: $795
No refund after 23 Sept. MOnline Sept. 19‑Nov. 28 M & Veronica Ortiz, MA, former assistant director of admission and assis‑ tant dean of admission at two Los Angeles‑based private colleges
EDUC X 414.90
Testing/Career Assessment
4.5 units College‑bound students encounter a series of standardized examina‑ tions as they progress toward college admission. The PSAT/NMSQT, SAT, ACT, and Advanced Placement tests are the most common. Topics include what each exam tests for, validity of test results, issues of bias, and the effect of coaching. In the realm of career planning, numerous career inventories can help students—both college‑bound and other‑ wise—identify their career interests and propensities; some of the more widely used career instruments are highlighted.
Reg# 388323 Fee: $795
No refund after 23 Sept. MOnline Sept. 19‑Dec. 5 M David An, MEd. In his experience as a college counselor, he has worked with an 800‑student case load of juniors and seniors at a public high school located in northern California. He has conducted class workshops, made presentations, and hosted family evenings information sessions. He founded the First Gen Essay Coach Program and has run a grant‑funded program “Saturday Success Days.”
Reg# 388324 Fee: $795
No refund after 23 Sept. MOnline Sept. 19‑Dec. 5 M David An, for credits see this page.
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Reg# 388325 Fee: $795
No refund after 23 Sept. MOnline Sept. 19‑Dec. 5 M Sally Lozada, PhD, who serves as the director of Counseling and Guid‑ ance at a private Midwest high school with the responsibilities of implementing pathways of success for students in grades 9‑12. This entails course selection in preparation for post‑secondary options, liaison with college, university, selective services, employers and apprenticeships for student matriculation, manage and implement master course and faculty schedule, all aspects of state and national testing, scholarship acquisition, as well as institutional accreditation.
EDUC X 414.84
Special Issues in College Counseling
4.5 units This course in the College Counseling Certificate focuses on individual groups of students with unique perspectives in the admissions pro‑ cess, such as students with learning differences, athletes, actors, and underserved students who are members of the LGBT community, first‑generation students, transfer students, etc. The specificity and changeability of the course content allows the program to keep information current and provide certificate students with recent views or changing critical elements in the counseling profession.
Reg# 388333 Fee: $795
No refund after 23 Sept. MOnline Sept. 19‑Nov. 28 M Joan Canzone, MS, associate director of college counseling at a Los Angeles‑based private high school
Reg# 388334 Fee: $795
No refund after 23 Sept. MOnline Sept. 19‑Nov. 28 M Yetunde Daniels Rubinstein, MS, associate director of college coun‑ seling at a Los Angeles‑based private high school
EDUC X 414.89
Financial Aid Fundamentals
4.5 units Financial aid is complex and information intensive, and college coun‑ selors must understand this important component of the college admissions process. Topics include history of financial aid; types and sources of financial aid; how to apply for federal, state, and institutional aid; eligibility; how aid is determined; and scholarship search services. Recommended: Students who are enrolled in the College Counseling Certificate program may take the College Counseling for International Students course in place of the required Financial Aid Fundamentals course. When choosing this option, they would be required to take another elective course. Please notify us at onlineccc@uclaextension. edu if you wish to choose this option.
Reg# 388331 Fee: $795
No refund after 23 Sept. MOnline Sept. 19‑Dec. 5 Students who are enrolled in the college counseling certificate program may take the College Counseling for International Students course in place of the required Financial Aid Fundamentals course. When choosing this option they would be required to take another elective course. Please notify us if you decide to do this by sending an email to onlineccc@uclaextension.edu. M Linda Dagradi, EdD, educator with more than 35 years of experience in leadership positions in financial aid administration, school counsel‑ ing, and enrollment management
Reg# 388332 Fee: $795
No refund after 23 Sept. MOnline Sept. 19‑Dec. 5 Students who are enrolled in the college counseling certificate program may take the College Counseling for International Students course in place of the required Financial Aid Fundamentals course. When choosing this option they would be required to take another elective course. Please notify us if you decide to do this by sending an email to onlineccc@uclaextension.edu. M Pam Walker, MA. In her professional career of more than 29 years in higher education, she worked at both private and state colleges within the Massachusetts area Bill Smith 6.0 units Apply theory and methodology in a genuine counseling situation under professional supervision. Students complete 65 hours of super‑ vised fieldwork in a local counseling venue and earn 50 hours of academic credit. Fieldwork must consist of individual counseling or meeting with students in group settings. For those who may have difficulty making arrangements to complete 65 hours of student counseling, they may complete 35 hours of counseling, as well as a pre‑approved research project which is submitted to the instructor at the completion of the class. Students also participate in the online portion of the course in which practicum experiences are shared with colleagues and reviewed by the instructor. Prerequisite(s): Completion of the six required courses and formal enrollment in the certificate. Students may not enroll until their Practi‑ cum proposal has been approved and they have received permission from the College Counseling Certificate advisor.
Reg# 388447 Fee: $550
No refund after 23 Sept. MOnline Sept. 19‑Nov. 28 M Lauren Carter, MA, who has dedicated her entire career of 30+ years to the college admissions and college counseling profession. Ms. Carter has served as the director of College Admissions at NYU, authored college admissions articles as a Contributing Writer for Huffington Post, and most recently serves as director of College Counseling at Sidwell Friends School (DC). She is a graduate of the University at Albany, NYU, and the College of Saint Rose.
Reg# 388449 Fee: $550
No refund after 23 Sept. MOnline Sept. 19‑Nov. 28 M & Julia Varriale, MA, college counseling consultant. Recipient of the UCLA Extension Distinguished instructor Award
Reg# 388450 Fee: $550
No refund after 23 Sept. MOnline Sept. 19‑Nov. 28 M & John Shull, EdS, who has worked at six international schools during the past 30 years as a director of Counseling and Special Services and as a university counselor. Mr. Shull began his seventh international school experience in the 2017/18 school year at St. Stephen’s School in Rome, Italy as the director of University and College Counseling.
Reg# 388454 Fee: $550
No refund after 23 Sept. MOnline Sept. 19‑Nov. 28 M Esther Hugo, EdD, adjunct professor, Loyola Marymount University’s School of Education; recipient, UCLA Extension Distinguished Instruc‑ tor Award, 2008.
Electives
EDUC X 414.80
Finalizing the College Counseling Process
4.5 units Drawing on the theory and information presented in the required courses included in the UCLA College Counseling certificate program, this 45‑hour course provides a project‑based learning approach for Practicum‑ready students to apply their knowledge and experience. Using the latest research and publications available in the field, this interactive class draws on the theory and information presented in other required courses and challenges students to apply their knowledge, strategies, and approaches with real‑life students. Emphasis is on the development of tools and strate‑ gies in determining student goals, aspirations, college lists, admission, and financial options—all focused on helping students and their families make the final college decision. This course is designed to meet the needs of counselors in public, private, or independent settings. Prerequisite(s): Students must have completed the Introduction to Counseling for College Admission course prior to enrolling in this course.
Reg# 388342 Fee: $795
No refund after 23 Sept. MOnline Sept. 19‑Nov. 28 M & Cyndy McDonald, MA, who has more than 20 years of experience as a school counselor and educational consultant. She founded Higher Education Consultants Association (HECA) and a nonprofit program, After Military Planning (AMP). She is president of an online college counseling system and operates a college counseling practice.
4.5 units The college admission process for international students is explored, with an emphasis on the special needs and requirements for interna‑ tional students applying to U.S. colleges and universities. This course explores the challenges of helping international students understand and navigate the unfamiliar landscape of the U.S. university system, while helping students and families understand the importance of fit vs. rankings. In addition, issues unique to international students such as testing, financial, and visa requirements; the ethics of working with agents; writing effective personal statements; and demonstrating interest from afar are also explored. Recommended: Students who are enrolled in the college counseling certificate program may take the College Counseling for International Students course in place of the required Financial Aid Fundamentals course. When choosing this option, they would be required to take another elective course. Please notify us if you with to choose this option by emailing onlineccc@uclaextension.edu.
Reg# 388337 Fee: $795
No refund after 23 Sept. MOnline Sept. 19‑Nov. 28 Students who are enrolled in the college counseling certificate program may take the College Counseling for International Students course in place of the required Financial Aid Fundamentals course. When choosing this option they would be required to take another elective course. Please notify us if you decide to do this by sending an email to onlineccc@uclaextension.edu. Internet access required John Shull, EdS, who has worked at six international schools during the past 30 years as a director of Counseling and Special Services and as a university counselor. Mr. Shull began his seventh international school experience in the 2017/18 school year at St. Stephen’s School in Rome, Italy as the director of University and College Counseling.
EDUC X 414.99
Preparing Community College Students for Transfer
4.5 units This course emphasizes the development of knowledge and skills with regard to guiding and supporting community college students through all steps of their community college education, from enrollment through transfer application and admission. Students learn about community college matriculation processes, course selection, transfer application, and how to strategically position prospective transfer students for admission to public and privates colleges and universities. Students explore the current community college landscape as well as big issues like challenges for disadvantaged populations and persis‑ tence towards transfer. Students learn about the critical programs essential to supporting persistence and transfer, like those for first‑ generation college students, articulation agreements, admissions priority agreements, honors, and financial aid.
Reg# 388341 Fee: $795
No refund after 23 Sept. MOnline Sept. 19‑Nov. 28 Required Textbook available as PDF only, Community College Counselor Sourcebook2nd Ed. by College Board. Purchase it online at the College Board website. M Rosina Wright-Castro, PhD, who serves as an academic counselor at community college located in the Los Angeles area.
EDUC X 414.96
The Business of Educational Consulting
4.5 units Educational consultants are unique among business professionals because their goal is not just to have a profitable practice but also to truly make a difference in the lives of their clients. This course focuses on how to create a successful practice using basic business principles and entrepreneurship skills. Topics covered include steps needed to begin the process: early decisions, formulating the business plan, business structures, fee setting, contracts, creating a marketing plan, and social media. The material in this course is intended to help you create your personal business template so you can launch a success‑ ful educational consulting business.
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Reg# 388338 Fee: $795
No refund after 23 Sept. MOnline Sept. 19‑Nov. 28 M & Charlotte Klaar, PhD, CEP, certified educational planner, who is a nationally recognized leader in the independent educational consult‑ ing industry. She was awarded the Steven R. Antonoff Award for Profes‑ sional Achievement in recognition of her contributions to the profession. She has more than 20 years of college counseling experience.
Reg# 388339 Fee: $795
No refund after 23 Sept. MOnline Sept. 19‑Nov. 28 M & Jennifer Mandel, MA, owner and president of a private college coun‑ seling firm. Recipient of 2018 Distinguished Instructor Award
EDUC 846
Introduction to Making College Affordable
1.5 CEUs College financing has become an integral element in the college search and enrollment process, particularly for first‑generation and low‑income students. However, college financing rouses anxious and often fearful responses from parents, students, and even counselors. This short, intensive course is designed to make counselors aware of key areas related to college affordability. The course brings in family concerns and challenges of living with debt, both of which are impor‑ tant for counselors to know and weigh. The topics include an overview of the financial aid delivery system, an examination of college cost issues, the relationship between admission and financial aid applica‑ tion, a review of the sources and awarding of aid, the role of financial aid administrators, the challenge of educational debt, and the role of advisors in the college financing process.
Reg# 388344 Fee: $295
No refund after 29 Oct. MOnline Oct. 25‑Nov. 7 M Linda Dagradi, EdD, educator with more than 35 years of experience in leadership positions in financial aid administration, school counsel‑ ing, and enrollment management
EDUC 845
Introduction to College Admissions
1.5 CEUs The purpose of this short, intensive course is to introduce potential advisors or counselors, who are either new to the field or are making a career change, to numerous aspects of the college admissions process. During this two‑week course, students develop an under‑ standing of key factors such as choosing the “right” college, the application process, financial aid, the impact of standardized test scores, and how to communicate with various types of parents and guardians through case study scenarios. We also explore the charac‑ teristics of college bound students, guiding students towards a pro‑ spective major or career, and how to maneuver the emotional and mental health aspects that come with applying to college. In this course, students practice applying their newfound knowledge and skills to real case study examples. Upon completion, students are prepared and have confidence to continue their studies in counseling or pursue advanced topics via enrollment in the full UCLA College Counseling certificate program. The ideal student for this course is an aspiring college advisor, current school counselor, CBO advisor, or other professional working in college advisement who seek to expand their experiential learning of college admissions.
Reg# 388343 Fee: $295
No refund after 7 Oct. MOnline Oct. 3‑17 Shanell Leggins, EdD in Educational Leadership with an emphasis in Educational Psychology, MA in Counseling and Pupil Personnel Ser‑ vices Credential, BA in Sociology with a minor in Psychology, as well the college counseling certificate. Dr. Leggins has worked in the field of education for more than 20 years and as a counselor for more than 15 years. Her counseling experience spans from public, private, domestic, and abroad. She currently works as the associate director of College Guidance at an independent school in Los Angeles, CA. For information about the TESOL Certificate, call (310) 825-4191, email eceonline@uclaextension.edu, or visit uclaextension.edu/ education/certificates.
EDUC 825
Introduction to the TESOL Program
1.0 CEUs This course prepares the student for success in the TESOL Certificate and the TESOL Portfolio. The course is mandatory and must be taken first in the series. This course gives a clear overview of all that is expected to successfully complete the program. It reviews the entire program, including the scope of work, goals, requirements, and portfolio assignments in the four TESOL classes. Expectations for success and time frames are discussed. This course prepares students to save work from each course that will be compiled into a portfolio during the TESOL Practicum Portfolio course. The TESOL certificate is designed to balance current teaching theories and practical experi‑ ence in second language acquisition instructional methods.
Reg# 388353 Fee: $75
No refund after 23 Sept. MOnline Sept. 19‑Oct. 2 M Kris Lambert, MA, UCLA Extension Distinguished Instructor Award, 2016
EDUC X 425.02
Cultural Perspectives and Teaching Methods in TESOL
5.0 units This course presents an intensive consideration of culture and diver‑ sity and their impacts in school classrooms. Instruction focuses on the nature and manifestations of culture, methods and strategies for learning about cultural differences and similarities, and strategies for diversity inclusiveness. Examine the values, customs, mores, and communication styles of cultural groups; interpret the communicative behavior of individual students; and understand how these various factors impact teaching.
Reg# 388354 Fee: $698
No refund after 7 Oct. MOnline Oct. 3‑Nov. 27 M Kimberly Persiani, EdD, assistant professor, CSULA; international and multicultural education at the University of San Francisco, bilingual education and social justice and equity.
Reg# 388355 Fee: $698
No refund after 7 Oct. MOnline Oct. 3‑Nov. 27 M Marie Webb, PhD in English Composition and Applied Linguistics from IUP; UCSB Lecturer‑Department of Linguistics; UCLA Extension Instruc‑ tor and TESOL Teaching Practicum Curriculum Designer
EDUC X 425.01
TESOL Methods for Children 5-12 Years: Reading, Writing, Listening and Speaking
5.0 units This practical, online introduction for teachers of English to speakers of other languages (TESOL) presents techniques for teaching listening, speaking, reading, and writing skills to younger learners of English, ages 5‑12 years. Candidates learn to assess learner demands and understand the roles played by instructors of younger, emergent English learners. Candidates learn to identify learning objectives, formulate lesson plans, employ teaching strategies, select classroom materials, and design assessments for English learners, specifically for teaching children.
Reg# 386398 Fee: $698
No refund after 7 Oct. MOnline Oct. 3‑Nov. 27 Please note that while late enrollment into a course is acceptable up to three days after the course start date, it is the responsibility of each student to acquire all required books and course materials by the time they are needed in the course. M & Kris Lambert, MA, UCLA Extension Distinguished Instructor Award, 2016
5.0 units This online course presents and evaluates current technologies and their applications in the TESOL classroom, urban distance learning, and adult TESOL education. Participants learn strategies for overcom‑ ing technophobia among English teachers and learners. The computer is an effective classroom tool, and through methods’ instruction and hands‑on practice, participants learn the benefits of instructional technology for TESOL classes.
Reg# 388356 Fee: $698
No refund after 7 Oct. MOnline Oct. 3‑Nov. 27 M Kris Lambert, MA, UCLA Extension Distinguished Instructor Award, 2016
EDUC X 425.05
TESOL Practicum Portfolio
2.0 units Students must pass all four core courses with a “C” or better to be eligible for this course. This is the culminating course in the TESOL Certificate. The TESOL Practicum Portfolio integrates prior learning, assignments, lesson plans, and observations from the TESOL courses and provides students the opportunity to reflect and refine their teaching practices. Participants compile a professional digital port‑ folio that captures and highlights their best work from each course. The portfolio also includes the development of professional goals and a comprehensive teaching philosophy. A taped video lesson and classroom observation for each course is included in the final port‑ folio, providing detailed evidence of teaching strengths. The com‑ pleted portfolio supports participants in job placement and interviews and tells the personal story of learning and growth throughout the TESOL program.
Reg# 388357 Fee: $230
No refund after 25 Nov. MOnline Nov. 21‑Dec. 18 Students must pass all four core courses with a C or better, or be concurrently enrolled in the fourth core course, to be eligible for TESOL Practicum Portfolio. Please note that while late enrollment into a course is acceptable up to three days after the course start date, it is the responsibility of each student to acquire all required books and course materials by the time they are needed in the course. M Kris Lambert, MA, UCLA Extension Distinguished Instructor Award, 2016
Course Icons Provide Information At-a-Glance
X IN-PERSON, page 1. A REMOTE, page 1.
m ONLINE Technical requirements, page 1. v HYBRID (IN-PERSON), page 1. a HYBRID (REMOTE), page 1. M WEB-ENHANCED COURSE, page 1. & TEXTBOOK REQUIRED Visit our website for textbook information. C UC CREDIT May be transferable to other colleges and universities. Learn more on our website.
K-12 California Teacher Credentialing & Authorizations
CLAD Through CTEL Certification
Enrollment in these courses is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. These courses are not part of the TESOL program.
EDUC 804.1
Introduction to the Study of Teaching English Language Learners (CLAD Through CTEL Certificate)
0.5 CEUs This orientation to the CLAD through CTEL Program gives applicants a clear understanding of the entire program, including its scope and goals, requirements, standards, procedures that affect competencies, and field experience(s). This orientation is a prerequisite for all other CLAD through CTEL courses and includes formal application to the UCLA Extension program. Prerequisite(s): Submitted application to UCLA Extension’s English Learner Added Authorization program.
Reg# 388595 Fee: $25
No refund after 23 Sept. MOnline Sept. 19‑Dec. 11 Discounts cannot be applied to fees for this course. Enrollment in this course is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. This course is not part of the TESOL program. M Lauren Flemming
EDUC X 426
Culture and Inclusion
4.0 units Fulfills Equity, Diversity, and Access requirement (Standard 9) for the SB2042 Preliminary Credential. Please obtain the approval of your credential program advisor before enrolling to ensure that this course satisfies your credential program requirements. Examine culture and cultural diversity and the relationship to academic achievement, development, implementation, and evaluation of culturally inclusive instruction. Topics include cultural concepts and perspectives, cultural contact, cultural diversity in California and the United States, cross‑ cultural interaction, the roles of culture in the classroom and the school, culturally inclusive learning environments, family and community involvement, and culturally inclusive curriculum and instruction.
Reg# 388762 Fee: $650
No refund after 14 Oct. MOnline Oct. 10‑Nov. 20 Enrollment in this course is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. This course is not part of the TESOL program. M Marisela Limon Recendez, MEd, University of California, Los Angeles, EdD, University of Southern California
EDUC X 426.1
Language and Language Development
4.0 units Fulfills English Language Learner requirement (Standard 12) for the SB2042 Preliminary Credential when taken with X 426.3. Please obtain the approval of your credential program advisor before enrolling to ensure that this course satisfies your credential program requirements. Presents a research‑based conceptual understanding of language systems, structures, forms, functions, and variations of both aural and written language forms. Topics include applying language functions and variations, discourse, and pragmatics directly to assessment and instruction of English learners; specific linguistic and socio‑linguistic challenges of English learners; and materials and methods for under‑ standing and analyzing socio‑cultural and political factors that affect second‑language development.
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Reg# 388764 Fee: $650
No refund after 14 Oct. MOnline Oct. 10‑Nov. 20 Enrollment in this course is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. This course is not part of the TESOL program. M Ann Ingman
EDUC X 426.9
CTEL Portfolio
1.0 units The CTEL Portfolio brings together learning and field experiences from the other CTEL courses in a cohesive manner. Candidates collaborate with instructors from each course individually to determine an appropriate field assignment based on academic and professional interests and establish the material that should be included in the CTEL Portfolio. Although field assignments differ between candidates, everyone must complete a CTEL Portfolio that documents their experi‑ ences, including organized reflections and evidence of knowledge, skills, and abilities. Prerequisite(s): Enrollment is restricted to students who have com‑ pleted EDUC 804.1, EDUC X 426, EDUC X 426.1, EDUC X 426.2, and EDUC X 426.3 and submitted an approved application to UCLA Extension’s English Learner Added Authorization program.
Reg# 388768 Fee: $200
No refund after 2 Dec. MOnline Nov. 28‑Dec. 11 Enrollment in this course is only for those who are seeking to obtain the CLAD-CTEL authorization on a CA teaching credential or are doing it for professional development. This course is not part of the TESOL program. M Kris Lambert, MA, UCLA Extension Distinguished Instructor Award, 2016
K-12 Clear Teaching Credentials
For information about California clear credential programs and courses that satisfy CTC clear credential requirements, call (310) 825-4191, email credentials@uclaextension.edu, or visit uclaextension. edu/education/k-12-california-teacher-credentialing-authorizations.
EDUC 839
Teacher Induction Transition and the Individual Learning Plan
Upon entering the UCLA Extension Induction Program, each participat‑ ing teacher works with his/her mentor to plan for the transition from a preliminary teacher credential program to this teacher induction program. After a review of the California Standards for the Teaching Profession (CSTP) and available evidence of teaching performance from the teacher’s preliminary credential program, the mentor guides the participating teacher to develop professional growth goals for an individual learning plan (ILP). The ILP is integrated into each induction program course and periodically updated throughout the program. The mentor and participating teacher discuss the methods and criteria that are used to measure ongoing growth in the CSTP and assess readiness to be recommended for the Clear Credential at the conclu‑ sion of the program.
Reg# 388739 Fee: $100
No refund after 23 Sept. MOnline Sept. 19‑Oct. 2 Course restricted to students admitted into the UCLA Extension Teacher Induction—California Clear Credential program; no public enrollment allowed. M Elizabeth Chappelle, MEd, gifted education
EDUC X 439.1
6.0 units This is one of four required core courses in the UCLA Extension Teacher Induction Program, leading to a California Clear Credential (Multiple Subject, Single Subject, or Education Specialist). The essen‑ tial question for this course is: Who are my students and how do I create an effective environment for learning for all students?This course is designed to support induction candidates in accomplishing several objectives in the context of (a) their own individual learning plan and the California Standards for the Teaching Profession (CSTP), (b) the support they receive from an induction mentor, and (c) the course’s essential question regarding knowing your students and creating effective learning environments for all students: a) In consul‑ tation with the assigned mentor, develop an individual learning plan (ILP) that identifies CSTP‑related areas of need for professional growth and includes one or more goals that are connected to the course’s essential question; b) in consultation with the assigned mentor, develop an inquiry question and classroom‑based action plan to examine an area of need identified in the ILP that focuses on improv‑ ing an aspect of teaching practice that has an impact on student learning—the inquiry question should have a connection to the course’s essential question, and the action plan should allow for col‑ lection of evidence to assess effectiveness with students as well as evidence of teacher growth; c) in consultation with the assigned mentor, select and use relevant pathway‑to‑learning modules provided in this course, as well as other recommended resources, to build deeper understanding in the area of need that is the subject of the inquiry question and action plan; and d) use a plan‑teach‑reflect‑ apply approach to implement the action plan for the inquiry question. This approach includes collecting and analyzing sources of evidence for analysis and reflection that may include classroom video and artifacts of student learning, and includes mentor coaching with respect to identified areas for improvement of teaching practices. The implementation of the action plan culminates in reflection on how new knowledge and insights will be applied to ongoing practices to create an effective environment for learning for all students, as well as initial ideas for a capstone project that will be completed in the final course of the program.
Reg# 388769 Fee: $1,325
No refund after 7 Oct. MOnline Oct. 3‑Feb. 12 Course restricted to students admitted into the UCLA Extension Teacher Induction—California Clear Credential program; no public enrollment allowed. M Claudia Norris, MS, director of Madera/Mariposa SELPA
EDUC X 439.3
Teacher Induction C: Assessing Students’ Learning and Growth
6.0 units Teacher Induction C is one of four required core courses in the UCLA Extension Teacher Induction Program, leading to a California Clear Credential (Multiple Subject, Single Subject or Education Specialist). The essential question for this course addresses assessing students for learning, as well as planning instruction and designing learning experiences. This course design supports induction candidates in accomplishing several objectives in the context of the following: Individual Learning Plan (ILP) and the California Standards for the Teaching Profession (CSTPs), ongoing support and collaboration with a trained induction mentor, essential question framework regarding assessing students for learning, as well as planning instruction and designing learning experiences for all students.
Reg# 388772 Fee: $1,325
No refund after 7 Oct. MOnline Oct. 3‑Feb. 12 Course restricted to students admitted into the UCLA Extension Induction program; no public enrollment allowed. M Elizabeth Chappelle, MEd, gifted education
Reg# 388774 Fee: $1,325
No refund after 7 Oct. MOnline Oct. 3‑Feb. 12 Course restricted to students admitted into the UCLA Extension Induction program; no public enrollment allowed. M Virginia Tura
Reg# 388776 Fee: $1,325
No refund after 7 Oct. MOnline Oct. 3‑Feb. 12 Course restricted to students admitted into the UCLA Extension Induction program; no public enrollment allowed. M Patricia McCullum, MEd
EDUC 839.1
Teacher Induction Mentor Support A
2.0 CEUs A key component of the teacher induction program is its job‑embedded system of mentoring support and professional learning. The UCLA Extension mentor that is assigned to each participating teacher is responsible for coordinating with the teacher, school site administrators, and program instructors to support the teacher’s planning and imple‑ mentation of an individual learning plan and to provide coaching and ongoing support for improving instructional practices. Participating teachers receive an average of at least one hour per week of individual‑ ized support throughout each academic year during which they are enrolled in the induction program, and they maintain documentation of all support activities. Participating teachers who have been assigned a UCLA Extension mentor must be enrolled concurrently in this course while completing the other induction program coursework.
Reg# 388743 Fee: $725
No refund after 7 Oct. MOnline Oct. 3‑Feb. 12 Course restricted to students admitted into the UCLA Extension Teacher Induction—California Clear Credential program; no public enrollment allowed. M Lauren Flemming
EDUC 839.3
Teacher Induction Mentor Support C
2.0 CEUs A key component of the teacher induction program is its job‑embedded system of mentoring support and professional learning. The UCLA Extension mentor that is assigned to each participating teacher is responsible for coordinating with the teacher, school site administrators, and program instructors to support the teacher’s planning and imple‑ mentation of an individual learning plan, and to provide coaching and ongoing support for improving instructional practices. Participating teachers receive an average of at least one hour per week of individual‑ ized support throughout each academic year during which they are enrolled in the induction program, and they maintain documentation of all support activities. Participating teachers who have been assigned a UCLA Extension mentor must be enrolled concurrently in this course while completing the other induction program coursework.
Reg# 388744 Fee: $725
No refund after 7 Oct. MOnline Oct. 3‑Feb. 12 Course restricted to students admitted into the UCLA Extension Teacher Induction—California Clear Credential program; no public enrollment allowed. M Lauren Flemming
EDUC 839M
Teacher Induction Mentor Collaboration
1.0 CEUs Teacher Induction Program Mentors prepare for their role and respon‑ sibilities to guide new teachers through multiple cycles of individual‑ ized professional learning and reflection. Mentors learn about how UCLA Extension’s program is designed to align with state requirements and the California Standards for the Teaching Profession (CSTP). Men‑ tors build knowledge and skills that enable them to support and coach new teachers with a focus on individual learning plans and improving teaching practices. Supported by online and video‑conferencing technologies, Mentors learn methods to provide just‑in‑time support as well as to engage with new teachers in coaching conversations about teaching performance, student learning, and professional growth. Mentors also participate in a collaborative community of practice with their peers to enhance their own skills as mentors and instructional coaches.
Reg# 388747 Fee: $0
No refund after 7 Oct. MOnline Oct. 3‑Feb. 12 Course restricted to Mentors in UCLA Extension Teacher Induction— California Clear Credential program; no public enrollment allowed. Patricia Murphy, MSEd, Program Director, Creative Support For information about California preliminary credential programs and courses that satisfy CTC preliminary credential requirements, call (310) 206-8342, email credentials@uclaextension.edu, or visit education.uclaextension.edu/credentials.
EDUC X 312.8A
Health Education for Teachers
2.0 units Fulfills Health Education requirement (Standard 10) for SB 2042 Pre‑ liminary Credential. Please obtain the approval of your credential program advisor before enrolling to ensure that this course satisfies your credential program requirements. Taking a holistic view of health, including physical, mental, emotional, and social well‑being, this course motivates teachers of all levels and subjects to become active agents of health promotion. Based on the content areas of health instruction in the California Health Framework, topics include alcohol, drug, and tobacco use; nutrition; physical fitness; childhood obesity; HIV/AIDS; stress; peer harassment and school violence prevention; conflict resolution; emotional and behavioral disorders; and legal mandates affecting health and health education in schools.
Reg# 388777 Fee: $500
No refund after 14 Oct. MOnline Oct. 10‑30 This course does not include the CPR certification requirement; such certification should be obtained by contacting your local American Red Cross or American Heart Association. Please note that while late enrollment into a course is acceptable up to four days after the course start date, it is the responsibility of each student to acquire all required books and course materials by the time they are needed in the course. Enrollment limited; advance enrollment required. M Erin Wade, MA, principal, Antelope Valley Learning Academy
EDUC X 315A
Principles and Methods of Teaching Elementary Reading
4.5 units This course fulfills California requirements for (a) a subject‑specific pedagogy course for teaching reading in a Multiple Subject Creden‑ tial program (CA Preliminary Multiple Subject Credential Program Standards, 2017) and (b) a course in developing English language skills for beginning readers for credentialed Single Subject teachers who want to add a multiple subject credential (CTC document CL‑ 621A 4/2017). Topics include assessment and instruction of founda‑ tional reading skills in the early grades, strategies to develop reading and comprehension of narrative and informational text to build discipline‑specific knowledge, methods of instruction that are sensi‑ tive and responsive to the individual needs of all students, and selection of appropriate instructional materials and assessments. In order to complete assignments, participants must have access to at least 2‑3 learners in the same grade level (in a classroom, after‑school program, or other setting).
Reg# 388750 Fee: $725
No refund after 23 Sept. MOnline Sept. 19‑Nov. 13 Strategies That Work: Teaching Comprehension for Understanding and Engagementis required reading for the first class. M & Harriet Levine, Harriet Feinstein‑Levine, MA Reading and Literacy
