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University of Phoenix: Master of Arts in Education

Rio Salado has partnered with University of Phoenix® to allow students who have completed a Post-Baccalaureate to transfer into a Master of Arts in Education program. Transfer credits are awarded based on teacher credentialing requirements and competency equivalencies between the Rio Salado Post-Baccalaureate and University of Phoenix®, College of Education Master of Arts in Education.

Credits are applied as outlined below:

Rio Salado Post-Baccalaureate University of Phoenix MAED Transfer Credits
Elementary Education Elementary Teacher Education 18
Secondary Education Secondary Teacher Education 18
Special Education Special Education 29
Any Post-Baccalaureate Curriculum and Instruction 9
*Post-Baccalaureate program must be completed to receive credits

Rio Salado: Elementary Education Post Bacc University of Phoenix: Elementary Teacher Education Equivalency MAED/TED v08 AZ
Course Course Credits
EDU/232 (SEI 2)
Rationale and current educational and legal issues for serving English Language Learners (ELL). Comparison and evaluation of various types of language educational models including Structured English Immersion (SEI), English as a Second Language (ESL) and bilingual. Includes SEI, ESL, and bilingual strategies. Includes current research findings related to teaching English language learners. 3 credit
AND
EDU/251 (SEI 1)
Methods of planning, developing, and analyzing lesson plans in all content areas using English Language Learners (ELL) Standards. Emphasis on components of curriculum content, teaching strategies, development/evaluation/adaptation of teaching materials, and the role of culture in learning. Examines the alignment of ELL Proficiency Standards to the Arizona Language Arts Academic Standards. Covers multiple assessment techniques, tracking of student progress using the state mandated English language proficiency assessment, and use of assessment results for placement and accommodation. Includes current research findings related to teaching English language learners. 3 credit
SEI/504- Structured English Immersion-Elementary
This course addresses Structured English Immersion (SEI) instruction and assessment of K-12 English language learners (ELLs). It is designed to meet the standards set by the Arizona Department of Education. The course examines the legal, historical, and educational reasons for SEI, as well as theoretical principles of language acquisition and the role of culture in learning. It also emphasizes the alignment of English Language Proficiency (ELP) Standards to Arizona’s Academic Standards, and their application to lesson planning. The Arizona English Language Learner Assessment (AZELLA), plus the use of alternative assessments, analysis of data, and the application of data to instruction, are integral in the course. A final project synthesizes the concepts and instructional strategies taught in the course.
3
EDU/270 – Learning and the Brain
Teaching and learning issues within a cognitive processes context. Covers emotion, memory, and recall as well as early brain development and its relationship to learning. Emphasis on current neuroscientific brain research and how it impacts teaching practice in preK-12 classrooms.
AND/OR
EDU/272 - Educational Psychology
Focus on the study and application of psychological, principles, theories, and methodologies related to teaching and learning. Emphasis on developmental, learning, and motivational theories. Current trends also covered.
MTE/511 - Child/Adolescent Growth, Development, and Learning
This course explores the range of issues that affect human development from birth through age 18. The focus of the course is on defining the various stages of child/adolescent growth and development and how they impact instructional practice and decisions in a K–12 environment. The influence of emotional, intellectual, psychological, social, and cultural factors on student learning are discussed. Peer and family influences, along with issues related to media themes and gender bias, are examined.
3
EDU/276 - Classroom Management and Behavioral Analysis
Classroom management techniques, and behavior analysis. Classroom discipline models, student behavior and misbehavior, group dynamics, student self-motivation and learning styles covered. Professional Teaching Standards emphasized. EDU276 requires an approved field experience. 3 credits
ELM/532 – Creating an Effective Learning Environment
This course explores differentiated approaches and strategies used in managing a positive classroom environment within the framework of today’s diverse student population. Teacher candidates identify issues that may affect the climate of the classroom and evaluate classroom management techniques appropriate for their targeted grade levels and needs.
3
EDU235 - The Exceptional Learner
Overview of the exceptional learner, one who differs from the average or normal, with emphasis on factors relating to current practices, identification, characteristics, and educational adaptations. Issues related to mildly disabled, severely disabled, emotionally and behaviorally disordered, mentally retarded, and gifted students. Includes current research findings related to teaching exceptional learners. 3 credits Course Notes: EDU235 requires an approved field experience.
MTE/512 - Teaching the Exceptional Learner
This course provides an overview of the categories of exceptionality for school-aged learners with special needs. The teacher candidate will focus on expressive and receptive communication skills and the recognition of individual learning patterns to utilize for the planning, instruction, and assessment strategies of diverse populations. Historical perspectives and information related to special education law and current policies and practices are examined.
3
EDU/270AA - Elementary Reading and Decoding
Focus on the theories, methods and models of the teaching and learning processes of reading in the elementary grades. Includes current research findings related to methods of teaching reading in the elementary school setting. Approved school-based practicum required.
AND
EDU271 - Phonics Based Reading and Decoding
Overview of research, curricular content, and instructional practices associated with Research Based Systematic Phonics Instruction (RBSPI) and other methods for teaching reading. Covers the history of written language, alphabetic reading, and writing systems, and implementation of effective methods for reading instruction. EDU271 requires an approved field experience.
ELM/534 - Elements of Literacy Content and Curricular Knowledge
This course focuses on the most current research, theory, and methods of literacy instruction. Teacher candidates will enhance content knowledge of phonics, phonemic awareness, fluency, comprehension, and vocabulary. Candidates will assess learners’ background knowledge in literacy to develop differentiated instruction.
3
EDU/288AA - Post-Bacc Teaching Credential
Supervised student teacher practicum. Emphasis on the provision of instruction to learners. Covers lesson plan development, classroom procedures, classroom management, and educator professionalism. Includes learner preparation, learner engagement, and learner outcome awareness. Division).
8 credits
ELM/583 – Elementary Clinical Practice
This course emphasizes the practical application of educational theories and methods. Candidates will focus on the following topics: requirements and expectations for clinical practice, teacher performance assessment, the school culture, planning instruction, and teaching planned lessons. The course provides a forum for open discussion and problem solving based on classroom experiences. Finally, candidates will prepare and submit all respective tasks of the teacher performance assessment.
3 credits
3
Total Credit Transfer
Credits Remaining for UOPX: MAED/TED-E

Rio Salado: Secondary Education Post Bacc University of Phoenix: Secondary Teacher Education Equivalency MAED/TED v08 AZ
Course Course Credits
EDU/232 (SEI 2)
Rationale and current educational and legal issues for serving English Language Learners (ELL). Comparison and evaluation of various types of language educational models including Structured English Immersion (SEI), English as a Second Language (ESL) and bilingual. Includes SEI, ESL, and bilingual strategies. Includes current research findings related to teaching English language learners.
AND
EDU/251 (SEI 1)
Methods of planning, developing, and analyzing lesson plans in all content areas using English Language Learners (ELL) Standards. Emphasis on components of curriculum content, teaching strategies, development/evaluation/adaptation of teaching materials, and the role of culture in learning. Examines the alignment of ELL Proficiency Standards to the Arizona Language Arts Academic Standards. Covers multiple assessment techniques, tracking of student progress using the state mandated English language proficiency assessment, and use of assessment results for placement and accommodation. Includes current research findings related to teaching English language learners
SEI/506- Structured English Immersion-Secondary
This course addresses legal and historical foundations of structured English immersion (SEI) foundations, instructional elements and language development of English learners in secondary grades, and culturally relevant instruction. Candidates explore SEI identification, SEI models, and English Language Proficiency Standards. Candidates also examine language acquisition theories, elements of language, and language domains. Candidates learn instructional strategies for academic English development in secondary settings. This course is designed to meet the standards set by the Arizona Department of Education.
3
EDU/272 - Educational Psychology
Focus on the study and application of psychological, principles, theories, and methodologies related to teaching and learning. Emphasis on developmental, learning, and motivational theories. Current trends also covered.
AND/OR
EDU/270 – Learning and the Brain
Teaching and learning issues within a cognitive processes context. Covers emotion, memory, and recall as well as early brain development and its relationship to learning. Emphasis on current neuroscientific brain research and how it impacts teaching practice in preK-12 classrooms.
AND/OR
EDU/274 Understanding Adolescent Behavior in the Classroom
Focuses on understanding adolescents` development including psychosocial, emotional, cognitive and physical. Covers impact of early experiences, relationships, and learning abilities. Establishment of a learning environment supportive of the adolescent emphasized. Includes current research findings related to adolescents.
Course Notes: EDU274 requires an approved field experience.
MTE/511 - Child/Adolescent Growth, Development, and Learning
This course explores the range of issues that affect human development from birth through age 18. The focus of the course is on defining the various stages of child/adolescent growth and development and how they impact instructional practice and decisions in a K–12 environment. The influence of emotional, intellectual, psychological, social, and cultural factors on student learning are discussed. Peer and family influences, along with issues related to media themes and gender bias, are examined.
3
EDU/276 - Classroom Management and Behavioral Analysis
Classroom management techniques, and behavior analysis. Classroom discipline models, student behavior and misbehavior, group dynamics, student self-motivation and learning styles covered. Professional Teaching Standards emphasized.
EDU276 requires an approved field experience.
SEC/532 – Secondary - Creating an Effective Learning Environment
This course examines the strategies used in managing a positive and respectful classroom environment within the framework of today’s diverse student population. Topics include models of discipline, establishing expectations and procedures, motivating and engaging students, parent and community engagement, and effective communication strategies. This course provides direction to teacher candidates on how and where to seek support and guides them in developing an individual classroom management plan appropriate for their targeted grade levels and needs.
3
EDU235 - The Exceptional Learner
Overview of the exceptional learner, one who differs from the average or normal, with emphasis on factors relating to current practices, identification, characteristics, and educational adaptations. Issues related to mildly disabled, severely disabled, emotionally and behaviorally disordered, mentally retarded, and gifted students. Includes current research findings related to teaching exceptional learners.
Course Notes: EDU235 requires an approved field experience.
MTE/512 - Teaching the Exceptional Learner
This course provides an overview of the categories of exceptionality for school-aged learners with special needs. The teacher candidate will focus on expressive and receptive communication skills and the recognition of individual learning patterns to utilize for the planning, instruction, and assessment strategies of diverse populations. Historical perspectives and information related to special education law and current policies and practices are examined.
3
EDU/270AB - Secondary Reading and Decoding
Focus on the theories, methods and models of teaching literacy and decoding in the content areas of secondary grades.
AND

English Elective (See below)
SEC/534 - Reading in the Content Area
This course focuses on the most current research on the design, delivery, and assessment of content-based literacy strategies in single subject classrooms at the secondary level. Foundations and trends in content area literacy, academic language strategies, disciplinary reading strategies, disciplinary writing strategies, and inquiry-based strategies are addressed in this course. The integration of new literacies and technology into content area instruction, strategies for effectively studying texts, approaches to lesson and unit planning, and benefits of collaborative learning are explored. Candidates use this knowledge to prepare a comprehensive content area literacy unit at the end of the course.
3
EDU/288AB - Post-Bacc Teaching Credential
Supervised student teacher practicum. Emphasis on the provision of instruction to learners. Covers lesson plan development, classroom procedures, classroom management, and educator professionalism. Includes learner preparation, learner engagement, and learner outcome awareness.
8 credits
ELM/583 – Elementary Clinical Practice
This course emphasizes the practical application of educational theories and methods. Candidates will focus on the following topics: requirements and expectations for clinical practice, teacher performance assessment, the school culture, planning instruction, and teaching planned lessons. The course provides a forum for open discussion and problem solving based on classroom experiences. Finally, candidates will prepare and submit all respective tasks of the teacher performance assessment.
3 credits
3
ELECTIVES: EDU/289AC - Secondary Mathematics Methods and Curriculum Development
Overview and practical application of mathematics teaching methodology and curriculum development for secondary teachers. Teaching strategies and learning styles covered. Curriculum design, lesson objectives, time management skills, teaching resources and student assessment also included. Professional Teaching Standards emphasized. Includes current research findings related to the application and learning of secondary mathematics content.
Course Notes: EDU289AB requires an approved field experience.
2 credits
EDU/289AB - Secondary Science Methods and Curriculum Development
Overview and practical application of science teaching methodology and curriculum development for secondary teachers. Teaching strategies and learning styles covered. Curriculum design, lesson objectives, time management skills, teaching resources and student assessment also included. Professional Teaching Standards emphasized. Includes current research findings related to the application and learning of secondary science content.
Course Notes: EDU289AC requires an approved field experience.
2 credits
EDU/289AD - Secondary English Methods and Curriculum Development
Overview and practical application of English teaching methodology and curriculum development for secondary teachers. Teaching strategies and learning styles covered. Curriculum design, lesson objectives, time management skills, teaching resources and student assessment also included. Professional Teaching Standards emphasized. Includes current research findings related to the application and learning of secondary English content.
Course Notes: EDU289AD requires an approved field experience.
2 credits
Total Credit Transfer
Credits Remaining for UOPX: MAED/TED-E

University of Phoenix has assigned dedicated enrollment representatives to assist students in obtaining their Post-Baccalaureate completion documentation and apply earned credits.

To speak with a University of Phoenix representative about this program contact: