Endorsements
Endorsements are offered in ELL, Math, Reading (summer quarter only), and Special Education.
| Title | Offering | Standing | Credits | Schedule | F | W | S | Su | Description | Preparatory | Faculty | Days of Week |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| English Language Learners (ELL) Endorsements | ||||||||||||
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Assessment for ELLs 2
Grace Huerta |
Course | GR ONLYGraduate Only | 4 | 8a-12p; Mon. Wed. | Su 11Summer | This class examines how to align objectives to methods in evaluation design and use. In addition, participants will implement assessment strategies by using a variety of formative measures of students' progress within their own curriculum design. Through readings, class discussion, research, and mentoring, this course focuses on teachers’ understanding of assessment theory and the implementation of assessment practices specific to students’ academic language and literacy development. | Teaching, curriculum development, community work, further graduate studies | Grace Huerta | Mon Wed | |||
|
Foundations of English Language Teaching: ELLs, Family and Community
Grace Huerta |
Course | GR ONLYGraduate Only | 4 | 1-5p Mon/Wed | Su 11Summer | In this survey course, participants explore the role of family and community in language acquisition and identity formation among English language learners (ELLs). We examine how certain contextual factors impact the educational process for ELLs, such as history,political climate, school policies and programming. Students will also critically evaluate issues of socioeconomic status, race, religion, class,national origin, disability, gender, and immigration history specific to ELLs.Class discourse will focus on these principal topics: | Teaching, curriculum development, community-based work | Grace Huerta | Mon Wed | |||
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Language Acquisition Theory
Grace Huerta |
Course | GR ONLYGraduate Only | 4 | 5-9p; Wed. | F 11Fall | This course is designed to acquaint you with the central issues in language acquisition research. It includes a review of language acquisition theories and research as well as discussion of successful strategies for learning/acquiring a new language. This class offers insights into the underlying processes and assumptions regarding language acquisition through the critical examination of language learning theories and teaching practices. | Teaching, education, curriculum development, mentoring, further studies in education | Grace Huerta | Wed | |||
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Introduction to Linguistics and Literacy Development for ELLs
Grace Huerta |
Course | GR ONLYGraduate Only | 4 | 5-9p; Wed. | W 12Winter | This course has two purposes: (1) to focus on teaching applications in grades PreK-12/adult settings, and (2) to meet Washington state and TESOL (Teachers of English to Speakers of Other Languages) endorsement standards for teacher preparation. Linguistics & Literacy Development offers an introduction to language as a system, with a focus on teaching English as a second language to students in grades PreK-12 and adults. Among the topics addressed are English phonology, morphology, and syntax. In this course, we examine the development of listening, speaking, reading, and writing skills in the domains of functional, academic and critical literacies. Strategies for teaching grammar such as verb tenses, articles, possessives and prepositions will also be explored. Because language and literacy are the foundation of students' academic achievement, this course focuses on teachers' curriculum design and the selection of language methods for students with various levels of English proficiency. | Teaching, educzation, further work in ELL | Grace Huerta | Wed | |||
| Mathematics Endorsements | ||||||||||||
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Discrete Math for Teachers
Vauhn Foster-Grahler |
Course | SO - GRSophomore - Graduate | 4 | 8a-12p; Mon/Wed; June 27-Aug.3 | Su 11Summer | Discrete mathematics can be loosely organized into four areas, thinking and writing about mathematics, sets, functions and relations, combinatorics and probability, and graph theory. This course will cover parts of each of these areas including logic, mathematical writing and introduction to proofs, introductory work with sets and Boolean Algebra, counting and probability, graphs, and trees. The classroom will be student-centered with a strong emphasis on collaborative learning. Students will be expected to engage in a rigourous study of the mathematics and participate fully in reflective practices centered on teaching and learning. This discrete mathematics course is designed for students who have an interest in mathematical reasoning and for those who are preparing for further study in mathematics, computer science, and math education. You are encouraged to have successfully completed at least one college-level math class in preparation for this course. | Vauhn Foster-Grahler | Mon Wed | ||||
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Action Research 3: Research Paper and Presentation - Math
Sara Sunshine Campbell |
Course | GR ONLYGraduate Only | 4 | 4:30-8:30p Tue | W 12Winter | This course will focus on completing and presenting the Action Research project implemented in fall quarter. The work will include completing the four sections of the written presentation as well as sharing the project through a public presentation. Public presentations are generally held in March. The final papers will be bound and shelved in Evergreen's library. Candidates will also provide the library with an electronic copy of the paper. | Teaching, teacher leadership, teacher mentoring, district curriculum directors, and further graduate work | Sara Sunshine Campbell | Tue | |||
| Reading Endorsements | ||||||||||||
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Adolescent Literature
Terry Ford |
Course | FR - SRFreshmen - Senior | 4 | 9a-1p Mon | Su 12Summer | Adolescent literature differs from children's literature to meet the developmental needs of middle and high school ages. Participants will learn about adolescent literature in an historical perspective, young adult development in reading, and genres with representative authors and selection criteria. Participants will read and critique a variety of genres, developing a knowledge base of a variety of current authors, themes, and classroom uses. Course credits contribute to minimum coursework expectations for teaching endorsements in middle level humanities and secondary English/Language Arts. | Terry Ford | Mon | ||||
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Assessment in Literacy
Jon Davies |
Course | FR - SRFreshmen - Senior | 4 | 8:30a-5p Thu (Jun. 28 - Jul. 26) | Su 12Summer | To prepare for a reading endorsement or to understand more about literacy assessment and development, participants will engage in readings, discussions, written analyses, and workshops that address formal and informal literacy assessment. Topics include diagnostic reading tests, informal reading inventories, cueing systems, nonfiction text features and formats, qualitative and quantitative readability assessments, and content area reading assessment. This course meets teaching requirements for Washington reading endorsement. | Jon Davies | Thu | ||||
| Special Education Endorsements | ||||||||||||
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Introduction to Special Education and Special Education Law
Sherry Walton |
Course | FR - SRFreshmen - Senior | 4 | 9a-1p Mon/Wed (Jul. 9 - Aug. 8) | Su 12Summer | This course provides an overview of the history of special education, legislation affecting special needs students and their teachers, general considerations for working with students with disabilities, characteristics of disabilities, and responsibilities of educators. The class is intended for practicing teachers, pre-service teachers who wish to prepare for an endorsement in special education, and any individuals interested in learning more about people with disabilities, their needs, and their rights. Participants planning to take further special education courses this coming academic year should contact Maggie Foran (ForanM[at]evergreen.edu) for an endorsement application. | Sherry Walton | Mon Wed | ||||