Centers for Educators and Teacher Education Programs. College of Education & Organizational Leadership

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1 Academic Year Regional Campuses College of Education & Organizational Leadership Centers for Educators and Teacher Education Programs Credentials Multiple Subject & Single Subject Teaching Credential Pupil Personnel Services: School Counseling Preliminary Administrative Services Mild Moderate Education Specialist Master s Educational Counseling Educational Leadership Special Education Studies Special Emphasis Natasha Burrell M.Ed. Special Emphasis/Multiple Subject Teaching Credential 2010 M.S. Educational Counseling/PPS Credential th Grade Math and ELA Teacher Alliance College Ready Public Schools Alliance Christine O Donovan Middle Academy

2 Natasha Burrell is motivated to be an outstanding education professional. Working on her second La Verne Master s and credential, she knows the University provides me with the tools needed to be an effective educator. Natasha s colleagues have also seen her teaching effectiveness, since I have been consistently complimented on the strategies I bring to the classroom. Professional La Verne faculty was an energizing feature for Natasha, since they took the time and care to mold me into the professional I never dreamt I could be! I am amazed at the practical techniques provided in the coursework. Since the faculty lead by example, Natasha was able to experience what great, caring and dedicated educators really look like, subsequently taking these characteristics into her own classroom. La Verne has provided me with the tools to be an effective educator. Natasha Burrell M.Ed. Special Emphasis/Credential 2010 M.S. Educational Counseling/PPS Credential th Grade Math and ELA Teacher Natasha s success is a clear testament to the successful approach at the core of every La Verne accelerated program for professional educators. Natasha s University experience is best summed up by this statement: My administrators and colleagues ask me where I completed my education, how I became so effective and efficient with my students, and I proudly tell them at the University of La Verne! A successful education equals successful educators the heart of the La Verne experience. Watch Natasha s Video The La Verne Advantage Great schools exemplify a fine reputation and solid academics. We invite you to investigate the outstanding learning experience waiting for you at the University of La Verne. Consistent High Ranking U.S. News & World Report s annual America s Best Colleges issue places La Verne in the top tier of its National Universities category. U.S. News also ranks La Verne 8th among California private colleges and universities, and is 4th among Los Angeles area private institutions behind Cal Tech, USC, and Pepperdine. U.S. News rates La Verne No. 2 among the nation s overperforming universities, based on a wide range of academic indicators. La Verne ranks 13th in U.S. News top 100 national ranking of online undergraduate programs, indeed the only university in Los Angeles County to make the list. Moreover, the online MBA and M.S. in Child Development also rate in the top 100 of nationwide online graduate programs. Number 1 in Transfer Students La Verne ranks first among all private, California four-year colleges and universities for the most transfer students admitted from California Community Colleges (California Community Colleges Transfer Counselor website). La Verne recognized in USA Today for providing a transferfriendly environment students are encouraged to draw on life experience when analyzing issues that professionals and organizations face. 2

3 Why Students Choose the University of La Verne Tradition of Academic Excellence since The University of La Verne has been educating adult professionals for nearly four decades. Many universities offer degree programs for working adults, but La Verne is, without a doubt, unique. For over 120 years, the University has earned a reputation for academic excellence with a student-centered focus. We are a highly diverse institution, drawing students, faculty, and staff from a variety of backgrounds, professions, and disciplines. Learning Environment Curriculum is designed in consultation with an Advisory Board of practicing educators. Programs focus on developing professionals who can put their newly obtained knowledge to immediate use. Our experienced faculty with a unique mix of experience and classroom expertise is determined to help you succeed. Our small classes ensure personal attention, networking, and a high level of interaction among students and faculty. Student Support Services A professional academic advisor is assigned to every student. One-on-one academic advising at your class site. Career Development for Life Our student support services guide you through the academic journey and the career beyond. Our office of career development is available to practice interview skills, resume building, and much more. These services are available to La Verne alumni for life. Library Access For Life Through La Verne s Virtual Library, students have access to electronic library databases, with over four million full-text articles online. There is even an app for your cell phone. Tutorial and research help is available in person, by phone, and online. One of the University s core values is to promote lifelong learning. To support this, La Verne alumni have access to many of the library s services for life. Multiple Locations Nine regional campuses throughout Southern and Central California, in addition to the University s main campus in La Verne, allow us to bring the La Verne experience closer to you. Flexibility Evening classes take place one night per week for ten weeks. Weekend classes are scheduled on alternating weekends to allow you time for other activities. Classes are offered at locations throughout California. Many courses are hybrid, which blend online and classroom instruction. Network of Professionals You will find La Verne s 60,000 alumni living in all fifty states and in 61 foreign countries. La Verne has been preparing educational professionals for more than 75 years. Because of La Verne s statewide program, you will find our alumni serving as superintendents, principals, school counselors, and teachers throughout California. Of the 500 California school district superintendents who hold doctoral degrees, over 25% received their degrees from La Verne. Many top-level administrators at numerous Southern California city, county, and other government agencies have earned their advanced degrees from La Verne. Additionally, many healthcare professionals are graduates from our healthcare programs. Accreditation The University of La Verne is accredited by the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC). The College of Education & Organizational Leadership is accredited by the National Council for Accreditation of Teacher Education (NCATE), and is approved by the California Commission on Teacher Credentialing. 3

4 What are Centers for Educators? Centers for Educators have been bringing the University s high-quality graduate-level education and credential programs to Southern and Central California communities for over 30 years. The programs are usually offered at one of the University s regional campuses, but also are available at community colleges and K-12 classrooms in order to bring the classes closer to you. (See map for locations). Rather than coming to us, we come to you! This brochure describes the curriculum of the degrees and credentials available for you. These curricula meet the standards adopted by the California Commission on Teacher Credentialing (CCTC), while including the unique characteristics of a University of La Verne degree. La Verne has developed a cadre of experienced educational leaders in each community to share in the teaching responsibilities, along with full-time faculty from the main campus in La Verne. We strive to develop humanistic educators who believe that every student can learn and excel if provided with the right learning environment. One of the goals of our program is to develop scholarly practitioners who will be the leaders in tomorrow s schools. La Verne s programs are cohort based. Once there is a sufficient number of students in a specific location, we start the program. We have found that cohort-based programs develop a culture of mutual support. We encourage this, as we know that adult learners face many demands on their time, from their jobs and their loved ones - children, parents, spouses, and friends. Although these demands won t go away, we find that most students complete their programs because of this supportive culture. Centers for Educators have created a variety of online services for the convenience of its students, but equally important is the individual attention provided to each student throughout his or her program. To start the enrollment process, see page 22 for instructions. San Luis Obispo/Santa Maria Bakersfield Santa Clarita/Newhall Ventura Los Angeles Palmdale Victorville Burbank University of La Verne Cerritos Irvine 4

5 Message from the Dean Do you believe you could inspire youth and build a brighter future for ALL students? Do you feel called to serve your community as an instructional or organizational leader? Then the College of Education & Organizational Leadership can prepare you! We provide a broad range of programs to prepare professional educators in a number of specialties: child development, elementary and secondary teaching, special education, pupil personnel services, school counseling, school psychology, reading, child life, and educational and organizational leadership. The University of La Verne has a long and rich tradition of excellence in the preparation of professional educators and leaders in Southern California. The College of Education & Organizational Leadership is nationally accredited by NCATE, the gold standard of accreditation in education. Our faculty and students are partners in learning. Together we pursue a common goal: developing the knowledge, skills, and dispositions for educators and leaders who provide the best educational environment and experience for our community s children. Rigorous courses and excellent field experiences integrate theory and practical application, while offering all the support students need to become the finest education professionals. On behalf of the faculty and staff, we hope you will investigate and discover the opportunities that await you at the University of La Verne s College of Education & Organizational Leadership. We know you will be impressed with the quality of our programs and our distinguished faculty. Dr. Barbara Poling Interim Dean College of Education & Organizational Leadership Why Attend an NCATE-Accredited School of Education? Professional accreditation of preparatory programs is the bedrock upon which all professions have built their reputations (e.g., architecture, engineering, medicine, law). It assures that those entering the respective field have been suitably prepared to practice in their profession through the assimilation of a body of knowledge and pre-service practice. When a school of education is NCATE accredited, it provides the assurance that the school s teacher preparation program has met national standards set by the teaching field at large, and has undergone rigorous external and impartial review by professionals, policymakers, and representatives of the public. NCATE s performance-based system of accreditation fosters the development of competent classroom teachers, specialists, and administrators who work to improve the education of all P 12 students and help all students. Graduates from an NCATE accredited teacher preparation program are in high demand because they are well-prepared for initial licensing and advanced board certification. Candidate performance at NCATE institutions is thoroughly assessed throughout the program of study, and before the candidate is recommended for licensure. Many states have reciprocity agreements based on graduation from NCATE accredited schools, so graduates of NCATEaccredited schools will generally find it easier to apply for licensure should they move out of state. Individuals applying to an NCATE accredited school will have the assurance that the school s education programs have received the profession s seal of approval. 5

6 Educational Counseling M.S. Program Philosophy The University of La Verne s Educational Counseling program prepares candidates to become holistic, academically well-prepared leaders, advocates and social agents in education and the larger community. Our program supports a culture of caring that includes a strong commitment to equity across all domains, including the academic, career, personal, and social domains defined by the National Standards for School Counseling. Emphasis is placed on social justice, mindfulness, creativity, excellence, and community involvement. Candidates are trained as advocates for all students, as well as collaborators with families, other educators, and the global community. Through this program candidates will increase their capacity for critical thinking and self-reflection. They will develop the courage and skills to challenge biases and stereotypes, to appreciate diversity, and become transformative leaders in schools and communities. Program Goal Through the Master of Science in Educational Counseling and the Pupil Personnel Services (PPS) Credential program, candidates gain the knowledge and skills needed to become confident and effective school counselors serving youth from kindergarten through 12th grade. The University of La Verne s Educational Counselor Preparation Program has been approved by the California Commission on Teacher Credentialing (CCTC), to grant the PPS Credential with Advanced Specialization in School Counseling, including the Internship Credential. Students may pursue the master s degree only or the M.S. and PPS Credential. Master of Science in Educational Counseling This master s degree requires 46 units, including 300 hours of fieldwork. The Master of Science in Educational Counseling degree qualifies candidates to serve as community college counselors. Pupil Personnel Services Credential The Pupil Personnel Services Credential requires 48 units of course work, including 600 hours of fieldwork. A Pupil Personnel Services Credential qualifies individuals as professional school counselors for grades K 12 in California. 6 M.S. in Educational Counseling Pupil Personnel Services Credential: School Counseling M.S. Degree Only: 46 Semester Hours (SH) Combined M.S. and Pupil Personnel Services Credential: 48 (SH) ASCD 503 Educational Psychology (3) ASCD 550 Human Development (3) EDUC 501 Educational Assessment (3) PPS 504 Methods of Research (3) PPS 543 School Guidance Seminar (3) PPS 546 Introduction to School Counseling (3) PPS 549 School Counseling Theories (3) PPS 565 Career Development (3) PPS 567 School Safety & Crisis Prevention (2) PPS 571 Individual Counseling Skills (3) PPS 572 Group Counseling Skills (3) PPS 573 Counseling Diverse Populations (3) PPS 574 Facilitation, Consultation, and Collaboration Skills (3) PPS 576 Organizational Management and School/Community Collaboration (2) PPS 583A Supervised Field Work Level I (2) PPS 583B Supervised Field Work Level II (2) PPS 583C Supervised Field Work Level III (2) * Culminating Activity: 2 Semester Hours PPS 597 Graduate Seminar in School Counseling (2) *Not required for the M.S. in Educational Counseling Spanish Bilingual Bicultural Counseling Certificate Director: Adonay Montes Students accepted into the M.S. Educational Counseling program may apply for a Spanish Bilingual Bicultural Counseling Certificate. The certificate requires nine semester hours. Candidates must complete an additional admissions application, and satisfy a Spanish language assessment as part of the process. Professional practitioners and graduate candidates not enrolled in the Educational Counseling program may apply for entry into the SBBC courses. Contact the Director for information. Required Certificate Courses: PPS 531 Assessing Bilingual Bicultural Youth (3) PPS 533 Counseling Latino Immigrant Youth and Families (3) PPS 534 Bilingual Educational Theories (3) Credential requirements are subject to change by the State of California s Commission on Teacher Credentialing (CCTC).

7 School and Family Based Counseling M.S. M.S. in School and Family Based Counseling; Pupil Personnel Services Credential leading toward California Licensure as a Professional Clinical Counselor The School and Family Based Counseling program is a 60-unit master s, taught through online and traditional classes, which is intended to prepare students for careers as both credentialed school counselors, and working with schools and families as a Licensed Professional Clinical Counselors (LPCC). The program is approved by the California Commission on Teacher Credentialing (CCTC) for the Pupil Personnel Services School Counseling Credential and coursework meets the requirements set forth by the California Board of Behavioral Sciences for graduates to be LPCC internship eligible. The degree provides students with many professional avenues for future employment in counseling. Admission Requirements: Students must meet the requirements and complete the application materials for the Educational Counseling Program listed on page 12. In addition, students must meet the following requirements: 1) Be admitted to or have completed the 48 semester hour M.S. Educational Counseling/PPS credential program. 2) After completing PPS 546, PPS 565, PPS 571, and PPS 572 with a grade of B or better in each course, submit an application for admission to the M.S., School and Family Based Counseling program. 3) Good academic standing with a minimum 3.0 GPA in the Educational Counseling Program. 4) A minimum of three recommendations from academic and counseling professionals attesting to the student s readiness for applied counseling. Total Program: 60 semester hours Core Courses: 58 semester hours ASCD 503 Educational Psychology (3) ASCD 550 Human Development (3) EDUC 501 Educational Assessment (3) PPS 504 Methods of Research (3) PPS 544 Law and Ethics in Counseling PPS/ LPCC Focus (3) PPS 546 Introduction to School Counseling (3) PPS 549 School Counseling Theories (3) PPS 551 Diagnosis and Treatment of Psychopathology (3) PPS 554 Advanced Theories in Counseling (3) PPS 558 PPS 559 Psychopharmacology for School and Family Based Counseling (3) Substance Abuse Counseling LPCC/PPS Focus (3) PPS 565 Career Development (3) PPS 567 School Safety & Crisis Prevention (2) PPS 571 Individual Counseling Skills (3) PPS 572 Group Counseling Skills (3) PPS 573 Counseling Diverse Populations (3) PPS 574 PPS 576 Facilitating, Consultation, and Collaboration Skills (3) Organizational Management and School/ Community Collaboration (2) PPS 583A Supervised Field Work Level I (2) PPS 583B Supervised Field Work Level II (2) PPS 584 Clinical Practicum (2) Culminating Activity: 2 semester hours PPS 597 Graduate Seminar in School Counseling (2) Credential requirements are subject to change by the State of California s Commission on Teacher Credentialing (CCTC). 7

8 Educational Leadership M.Ed. Master of Education in Educational Leadership The Master of Education in Educational Leadership degree program has two Areas of Concentration: Administrative Leadership and Instructional Leadership. The Concentration in Administrative Leadership is designed to prepare graduates for leadership roles in elementary and secondary education at the school, district, and county office. The Preliminary Administrative Services Credential program is included within this concentration. The Concentration in Instructional Leadership is designed to prepare graduates for leadership in curriculum and instruction at the school, district, and county office. The University of La Verne Teacher Leadership Certificate is included within this concentration. There is no credential included within this concentration although some of the coursework can be applied to the Preliminary Administrative Services Credential. The coursework in the program usually consists of six (6) terms for a total of eighteen (18) months. Admission requirements are listed on page 13. M.Ed. in Educational Leadership with a concentration in Administrative Leadership; Preliminary Administrative Services Credential Total Program: 33 semester hours Core Courses: 9 semester hours EDLD 570 Curriculum, Instruction, and Assessment* (3) EDLD 572 Foundations of Educational Leadership* (3) EDLD 573 Contemporary Issues in California Schools* (3) Administrative Leadership Concentration: 15 semester hours EDLD 571 human Resource Administration* (3) EDLD 574A Orientation to Field Experience* (1) and EDLD 574 B-C Field Experience B-C,* (1,1) or EDLD 581 Education a World View** (3) EDLD 576 Organizational Management and school/community Collaboration* (3) EDLD 577 Fiscal Resource Management and Policy Development* (3) EDLD 578 School Law* (3) Preliminary Administrative Services Credential Admission requirements The Preliminary Administrative Services Credential is 24 semester units. This credential is the first level of a two-tiered credential enacted into law in Candidates who complete the requirements for the Preliminary Administrative Services Credential may apply for the Certificate of Eligibility at the conclusion of the program. The California Commission on Teacher Credentialing will issue the Preliminary Administrative Services Credential upon employment as a school administrator. In addition to the University requirements for admission (see page 13), candidates for the Preliminary Credential must also meet the following program requirements: Possession of a valid clear California credential in one of the following areas: Teaching, Pupil Personnel Services, Health Services, or Library Services Minimum of four years full time experience in one of the areas listed above (Commission requirement of five years experience when applying for the credential) Verification of having passed the CBEST Three recommendations using the Graduate Recommendation form (two must be from school administrators) Internet access capability Administrative Internship Credential This credential is available with permission of the program chair to candidates who have been selected and offered employment as a school administrator by his/her participating school district. The candidate must be fully matriculated in the Preliminary Administrative Services Credential, have met University and Commission on Teacher Credentialing Administrative Internship Credential requirements, have five years full-time experience with the prerequisite credential, and have been accepted into the Induction Seminar (see Academic Advisor for details) prior to being recommended for the Internship Credential. Credential requirements are subject to change by the State of California s Commission on Teacher Credentialing (CCTC). Culminating Sequence: 9 semester hours EDUC 501 Educational Assessment (3) ASCD 504 Methods of Research (3) ASCD 596 Graduate Seminar (3) *Required for the Preliminary Administrative Services Credential. **Subsitutes for EDLD 574 A, B, C for master s degree. 8

9 M.Ed. in Educational Leadership with a concentration in Instructional Leadership Total Program: 33 semester hours Core Courses: 9 semester hours EDLD 570 Curriculum, Instruction, and Assessment (3) EDLD 572 Foundations of Educational Leadership (3) EDLD 573 Contemporary Issues in California Schools (3) Instructional Leadership Concentration: 15 semester hours EDLD 575 Advanced Curriculum Studies (3) EDLD 578 School Law (3) EDLD 579 Professional Development Strategies (3) EDLD 511 Online Instructional Design (3) EDLD 512 Learning Management Systems in Education (3) Culminating Sequence: 9 semester hours EDUC 501 Educational Assessment (3) ASCD 504 methods of Research (3) ASCD 596 Graduate Seminar (3) Teacher Leadership Certificate This program is designed for experienced and successful teachers who wish to develop the expertise to teach, coach, and collaborate with their colleagues to implement research supported practices that enhance student success. Some may aspire to become principals. This program is for those who want to remain primarily in the classroom but who also want to perform leadership roles within the school. Requirements: EDLD 570 Curriculum, Instruction, and Assessment (3) EDLD 572 Foundations of Educational Leadership (3) EDLD 575 Advanced Curriculum Studies (3) EDLD 579 Professional Development Strategies (3) Clear Administrative Services Credential This is the second level of the two-tiered credential requirements enacted into law in This credential may be taken in conjunction with the Ed.D. program in Organizational Leadership, or it may be pursued as a separate program. The courses in the credential program relate directly to the five thematic principles established by the Credentialing Commission: organizational and cultural environment; dynamics of strategic issues management; ethical and reflective leadership; evaluation, analysis, and development of public policy; and management of information systems and human and fiscal resources. The California Commission on Teacher Credentialing has approved this program for granting the administrative credential. For information contact the Program Chair Dr. Patricia Ensey at pensey@laverne.edu or (909) Admission Requirements In addition to the University admission requirements candidates for this program must also submit: A valid copy of the Preliminary Administrative Services Credential Verification of full-time employment as an administrator (2 years of full-time experience required to apply for the credential) Clear Administrative Services Credential Total Program: 8 semester hours EDLD 659 Organizational Induction (1) EDLD 661 Development and Assessment of Curriculum Programs and Instructional Practices (3) (Online) EDLD 663 Organizational Theory, Planning, and Management (3) (Online) EDLD 664 Professional Assessment (1) Credential requirements are subject to change by the State of California s Commission on Teacher Credentialing (CCTC). 9

10 Course Descriptions Educational Counseling ASCD 503 Educational Psychology (3)* Theories of the learning process. Relationships of learning to teaching. Writings of modern critics of education reviewed in relationship to learning theory. ASCD 550 Human Development (3) Reviews developmental physiology, social-psychological factors in personality development, behavior patterns, and interactional capacity through life cycle. EDUC 501 Educational Assessment (3)* Presents principles of assessing student educational accomplishment (qualitative and quantitative), including construction and evaluation of educational and psychological assessment instruments. Includes work with measurement tools. PPS 504 Methods of Research (3)* This course will examine multiple methods of research in counseling and human development. Quantitative, qualitative, and mixed-methods research will be discussed. Specifically, students will be exposed to the many aspects of the research process: theoretical frameworks, research questions, research proposal, survey design and implementation, interviews, observations, interpretation of statistics, and the presentation of findings. Students will learn how to use research and data to inform their professional practice. PPS 543 School Guidance Seminar (3) Provides overall perspective of school counseling emphasizing the National Standard for School Counseling; organizing, managing, and evaluating school guidance programs; developing appropriate program delivery systems; identifying community resources; legal mandates; and professional ethics. Not challengeable. PREREQUISITES: Certificate of Clearance, EDUC 583A and EDUC 583B. PPS 546 Introduction to School Counseling (3) An introduction to the profession of school counseling. Emphasis is placed on historical foundations, theories, practices of counseling, helping relationships, developing skills in individual group practices, and legal and ethical issues. Not challengeable. No Directed Study. 25 hours of practica required. Corequisites: EDUC 571 PREREQUISITES: CBEST Passage and Certificate of Clearance. PPS 549 School Counseling Theories (3) Presents and examines various theories of counseling that form the foundation for the work of the school counselor. The major theories are studied from both a historical and current application viewpoint. New theories are also covered as well as ethical and diversity issues. 25 hours of practica required. PPS 565 Career Development (3) Introduces theories, methods, strategies, assessment instruments and materials used in educational and career counseling and guidance for students of all ages. There is a strong emphasis on the use of Internet resources in this course. Not challengeable. No Directed Study. PREREQUISITES: Certificate of Clearance. PPS 567 School Safety and Crisis Prevention (2) Introduces theories, methods, and strategies used in school safety, crisis intervention, conflict management, and violence prevention. Highlights involvement in crisis intervention teams. Not challengeable. No Directed Study. PREREQUISITES: EDUC 549, EDUC 546, EDUC 571, EDUC 572 Corequisites: EDUC 583A, and EDUC 583B. PPS 571 Individual Counseling Skills (3) Designed to provide candidates with knowledge and skills of the elements of effective counseling and the interpersonal skills to assist pupils academically and personally. Not challengeable. No Directed Study. 25 hours of practica required. Corequisites: EDUC 546 PREREQUISITES: CBEST Passage, Certificate of Clearance. PPS 572 Group Counseling Skills (3) This course is designed to provide candidates with knowledge of group dynamics and the skills to facilitate group work in a school setting. Not challengeable. No Directed Study. 25 hours of practica required. PREREQUISITES: Certificate of Clearance, EDUC 546, and EDUC 571. PPS 544 Laws and Ethics in Counseling (for LPCC Students) (3) Designed to provide students pursuing licensure the necessary information on the legal statutes associated with providing mental health services in both community and school settings. Ethical standards are taught addressing the guidelines set forth by the American Counseling Association, the American School Counseling Association, and the American Psychological Association. PPS 551 Diagnosis and Treatment of Psychopathology (3) Examines the various factors associated with making accurate differential diagnoses in clinical settings. Students will develop an understanding of the diagnostic criteria established in the current addition of the Diagnostic and Statistical Manual of Mental Disorders, identify treatment options for the disorder, and cultural and ethical considerations related to diagnoses. PREREQUISITES: PPS 571, PPS 572, or approval from Lead Course Faculty. PPS 554 Advanced Theories in Counseling (3) Further develops students ability to apply counseling theories in practice. Emphasis is placed on the efficacy of major theories of counseling when working with specific populations and the ability to integrate multiple theoretical approaches into assessing, diagnosing, and treating clients. PREREQUISITES: PPS 571, PPS 572, PPS 549, PPS 551, or approval from Lead Course Faculty. PPS 558 Psychopharmacology for School and Family Based Counseling (3) Designed to cover all the components necessary to fully understand all aspects of psychopharmacology, including the biological bases of behavior, basic classifications, indications, and contraindications of commonly prescribed psychopharmacological medications so that appropriate referrals can be made for medication evaluations, and the side effects of those medications can be identified. PREREQUISITES: PPS 571, PPS 572, PPS 549, PPS 551, or approval from Lead Course Faculty. PPS 559 Substance Abuse Counseling (3) Intended to establish an understanding of aspects associated with substance abuse counseling, including co-occurring disorders and addiction, major approaches to identification, evaluation, treatment, and prevention of substance abuse and addiction, legal and medical aspects of substance abuse, populations at risk, and the role of support persons, support systems, and community resources. PREREQUISITES: PPS 571, PPS 572, PPS 549, PPS 551, or approval from Lead Course Faculty. PPS 573 Counseling Diverse Populations (3) Examines diversity in a school setting from the cultural-general to the culture specific. Emphasis is placed on previously learned counseling skills as applied to culturally diverse populations. Not challengeable. No Directed Study. PREREQUISITES: Certificate of Clearance, EDUC 546, EDUC 571, EDUC 572, EDUC 583A, and EDUC 583B. PPS 574 Facilitation, Consultation, and Collaboration Skills (3) Introduces theories, models, and processes of consultation. Examines methods, strategies, and skills to effectively coordinate and facilitate task groups, consult with parents and staff, coordinate comprehensive pupil support systems, and manage a collaborative system. Not challengeable. No Directed Study. PREREQUISITES: Certificate of Clearance, EDUC 546, EDUC 571, EDUC 572, EDUC 573, EDUC 583A, and EDUC 583B. PPS 576 Organizational Management and School Community Collaboration (2) Studies the principles and practices of public school management, human relations, leadership, organizational systems, school-community collaboration, and team building. No Directed Study. 10

11 PPS 583A Supervised Field Work Level I (2) Provides school counseling candidates with 200 hours of supervised field work in school and/or community settings. It emphasizes human assessment, counseling services, program coordination, supervision, consultation, and legal and ethical issues. Not challengeable. No Directed Study. May be taken for credit/no credit only. PREREQUISITES: Completion of PPS/EDUC 546, PPS/ EDUC 549, PPS/EDUC 571, and PPS/EDUC 572, submission of application for Certificate of Clearance. PPS 583B Supervised Field Work Level II (2) Provides school counseling candidates with 200 hours of supervised field work in school and/or community settings. It emphasizes human assessment, counseling services, program coordination and supervision, consultation, and legal and ethical issues. Not challengeable. No Directed Study. May be taken for credit/no credit only. PREREQUISITES: Completion of PPS/EDUC 546, PPS/ EDUC 549, PPS/EDUC 571, PPS/EDUC 572, and PPS/EDUC 583A, CBEST passage, submission of application for Certificate of Clearance. PPS 583C Supervised Field Work Level III (2) Supervised Fieldwork - Level III provides candidates with 200 hours of experience in a school and/or community setting. Candidates enrolled in the course will engage in counseling, consultation and program development activities under the direct supervision of a credentialed school counselor. Candidates will use fieldwork as a means to gain and extend their knowledge and skills related to school counseling. They will gain experience in advocacy, team-building, collaboration, use of assessment data, and working with diverse populations. Not challengeable. PREREQUISITES: PPS 546, PPS 549, PPS 571, PPS 572, PPS 583A, and PPS 583B. PPS 584 Clinical Practicum (2) Student participation in planned clinical experience in an approved agency or other setting under an approved supervisor. This course is intended to provide counselor trainees the clinical experience necessary to pursue a license as a Professional Clinical Counselor (LPCC). Not challengeable. PREREQUISITES: PPS 571, PPS 572, PPS 551, PPS, 544, PPS 554, PPS 583A, and PPS 583B. PPS 597 Graduate Seminar in School Counseling (3) This is the culminating activity for the M.S. in Educational Counseling. Each student develops a portfolio demonstrating their knowledge, experiences, and skills gained in the School Counselor Preparation Program and a professional employment portfolio. Not challengeable. No Directed Study. Can be taken for credit/no credit only. PREREQUISITES: CBEST Passage, Certificate of Clearance, EDUC 583A and Adv. Standing. Educational Leadership EDUC 501 Educational Assessment (3)** See page 10 for description. ASCD 504 Methods of Research (3)** Criteria for evaluation of research, critical analysis of representative research reports, study of nature of scientific thinking, survey of methods employed in research, critiques and assigned projects. ASCD 596 Graduate Seminar (3) This seminar is the culminating activity for the Master of Science or Education degrees. Students focus on or tie together concepts, issues, or problems from their area of concentration that warrant further investigation and study. Students prepare a paper in their area of concentration. The students will end their experience in ASCD 596 by submitting their research to a professional journal in their field or for a conference presentation in their field of study. In addition, students will prepare a poster session to share their research with the larger university community. Not challengeable. PREREQUISITE: Completed application for Advanced Standing. EDLD 570 Curriculum, Instruction and Assessment (3) Studies curriculum design, implementation and evaluation of instructional programs, assessment of student progress, and the uses of technology for instructional and administrative purposes. EDLD 571 Human Resource Administration (3) Covers selection, supervision, and evaluation of personnel, along with negotiations, conflict resolution, and employer-employee relationships. Strategies for efficient utilization of staff talent and time also are discussed. EDLD 572 Educational Leadership (3)* Examines theoretical assumptions of management with emphasis on analysis of leadership, leadership styles, self-assessment and articulation of a vision consistent with a well-developed educational philosophy. Not challengeable. To be taken no later than second term. EDLD 573 Contemporary Issues in California Schools (3)* Covers changing demographics in California and issues related to meeting educational needs of students in California school systems. EDLD 574 Field Experience A, B, C (1,1,1) Includes intensive experiences both in the day-to-day functions of administrators and in longer term policy design and implementation. Not challengable. PREREQUISITE: Admission into Preliminary Administrative Services Credential Program. Passing Score on CBEST before registering in second section of EDLD 574. EDLD 575 Advanced Curriculum Studies (3) This course addresses advanced curriculum design, instructional practices, and data-driven assessment of student programs for the purposes of teacher leadership in the school and classroom setting. Not challengable. PREREQUISITE: EDLD 570. EDLD 576 Organizational Management and School Community Collaboration (3) Studies the principles and practices of public school management, development of a management point of view for leadership and community involvement in the safe and productive operation of public schools. EDLD 577 Fiscal Resource Management and Policy Development (3) Emphasizes the relationship among public policy, governance and schooling, as well as management of fiscal resources and business services in California public education. EDLD 578 School Law (3) Emphasizes legal aspects of public education, with special emphasis on California. EDLD 579 Professional Development Strategies (3) This class presents an inquiry into professional development aimed at sorting out its varieties, successful processes, and the effects they can have when implemented properly. Not challengeable. EDLD 511 Online Instructional Design (3) In this course, students apply learning theory and teaching tools in online course design and content development. Students will create interactive, online learning materials for a variety of education purposes. Students will create meaningful online assessments and reflect on a variety of individual and collaborative teaching strategies in the online environment. Ongoing peer assessment and continued development of a portfolio is essential in this course. Not challengeable. EDLD 512 Learning Management Systems in Education (3) In this course, students will have a wide experience of various Learning Management Systems (LMS). Students will apply online teaching methodology and use previously developed course content in several standard LMSs. This course will include a concentration upon organizing content, developing interactivity and using ongoing assessment in an LMS. In addition, students will use open source tools and experimental course delivery methods. Ongoing peer assessment and continued development of a portfolio is essential. Not challengeable. Modifications to academic programs may be made by the approprate program chair to comply with the University of La Verne policies and/or CCTC. * These courses are offered as online courses. ** These courses may be offered as online courses. 11

12 Admission Requirements Admission to the Educational Counseling program requires the following: 1) Application for admission with a $50.00 application fee. 2) Bachelor s degree from a regionally accredited college or university, with a GPA of 2.75 or above for the last 60 semester hours of undergraduate study, and a GPA of 3.0 or above for any graduate level course work. Provisional admission may be considered upon application. Applicants will be asked to submit official transcripts sent directly to the University of La Verne by the credit granting institution. 3) Possession of one of the following: A bachelor s degree in a behavioral science. A valid teaching credential with a minimum one year of full-time classroom teaching experience. Successful coursework or experience demonstrating basic knowledge of general psychology, human learning and development, and human behavior. 4) A completed Statement of Purpose that includes an autobiography and explains the applicant s motivation in seeking admission to the program. The Statement of Purpose must demonstrate the applicant s ability to write at an acceptable level for graduate study. 5) Applicants without prior teaching experience are strongly encouraged to have at least one year of volunteer or paid experience working with children or adolescents. The experience should be detailed in the Statement of Purpose. 6) Three letters of reference addressing the candidate s potential as a school counselor. One of these references must be from the candidate s immediate supervisor. We will provide you with the recommendation forms. 7) A personal interview with the Lead Regional Faculty or designated faculty member. 8) A passing score on the CBEST, the California Commission on Teaching Credentialing (CCTC) approved Basic Skills Examination, is an admissions requirement for students pursuing the PPS Credential. Students pursuing the master s degree only are not required to pass the CBEST. 9) Evidence of a Certificate of Clearance, or a valid credential issued by the CCTC must be on file with the University of La Verne before entrance into the program. 10) A writing competency sample. 11) Verification of TB clearance. Additional Requirements By the completion of PPS 572 coursework and prior to entering PPS 583A, candidates must have demonstrated dispositional competence for the school counseling program. The courses were engaging, relevant and rigorous; I am proud to be a La Verne grad. Damian Lenon M.S. Educational Counseling/PPS Credential, 2005 Preliminary Administrative Services Credential,

13 Admission Requirements and General Information Admission to the M.Ed. Educational Leadership with a concentration in Administration Leadership; Preliminary Administrative Services Credential, or a concentration in Instructional Leadership. Admission Requirements: In addition to University admission requirements, the following are required: 1) A bachelor s degree from a regionally accredited institution of higher learning with a preferred GPA of 2.75 or above in undergraduate work, and a cumulative GPA of 3.0 or above in any graduate work. 2) Demonstrated writing competency in response to required prompt. 3) Current resume. 4) Three positive letters of reference, two of which must be from active school district administrators. 5) An interview with the program chair. Additional admission requirements for the Preliminary Administrative credential: 1) Possession of a clear California Credential in teaching, pupil personnel services, health, or library services. 2) A minimum of four years of full time experience in one of the areas listed above. (Five years full-time experience is needed to apply for the credential.) 3) Verification of having passed the CBEST. General Information Transfer Credit - University Requirements 1) The course must be a graduate level course from a regionally accredited institution, and acceptable in a comparable graduate degree at the school. 2) The course must have been taken within the last five (5) years. 3) The course must have been passed with a grade of B (or its equivalent) or better; a B- grade does not qualify. 4) The course must meet the competencies for and be equivalent to one of the required courses in the program. Transfer Credit - Maximum Allowable Per Program M.S. Educational Counseling/Pupil Personnel Services Credential - 12 semester units M.Ed. Educational Leadership/Preliminary Administrative Services Credential - 6 semester units M.Ed. Special Emphasis - 6 semester units Transfer Procedure In order for transfer credit to be evaluated, the student must submit the following: 1) Official transcript from the institution where the course was completed (unofficial transcript can be submitted for the unofficial evaluation process). 2) Photocopy of the course description listed in the institution s catalog that was current at the time the course was completed. A syllabus may be requested. Challenge Examination The challenge exam is an alternative to taking certain courses. It is a written and/or oral examination and project that measures the student s mastery of competencies in a course. Students passing challenge examinations will receive full credit for a course. This method of receiving credit through an examination and project is an advantage to students who have experience in a field and/or have taken classes in a particular area, and were not able to transfer them into the program. The request to challenge a course in the program should be completed during the student s first term of enrollment at the University. When requesting the challenge exam, a fee equivalent to one unit of tuition is required. Not all courses are challengeable (see course descriptions for classes marked Not challengeable ). 13

14 Teacher Education The University of La Verne s Teacher Education program provides tomorrow s teachers with the knowledge, skills, and dispositions they need to make a positive impact on the children in their classrooms and in the community. The program is designed to meet the needs of California s diverse student population, emphasizing language development, cultural diversity, and humanistic approaches to the learning process. Students may pursue a Multiple Subject (typically grades K 6) or a Single Subject (typically middle school and high school) teaching credential. The Multiple Subject and Single Subject credential teacher preparation programs address teaching strategies for all students in California schools. Integrated throughout the programs are methodologies to deliver comprehensive instruction to English learners and to work with special populations in the general education classroom. I use teaching methods daily that were taught by my professors at La Verne. Melissa King Multiple Subject Credential 2011 Elementary School Teacher Hesperia Unified School District The Teacher Education Process Earning a Multiple Subject or a Single Subject teaching credential takes several steps. Following entry into the University of La Verne s Teacher Education program, students must successfully complete teaching methodology courses, reading methodology, and fieldwork. Candidates must then be accepted for student teaching, which includes coursework, as well as 15 weeks of in-classroom training completed in two segments. Fieldwork assignments must be completed within public school hours. Student teaching is performed in public schools, under the supervision of a school site master teacher and a University supervisor. Watch Melissa s Video 14

15 Admission Requirements Multiple Subject / Single Subject Teaching Credential Admission Requirements: 1) Application for admission with a $50.00 application fee. 2) Personal interview with the program chair or designated faculty member. 3) Statement of Purpose. Please write a one-to-two page statement expressing your purposes for entering the teaching profession. Describe your personal qualifications and attributes that you feel will be assets to you as a teacher. A handwritten statement is required. 4) Writing competency assessment. This is a test administered by a University representative. 5) Verification of registering for CBEST, or passing score on equivalent basic skills test approved by the California Commission on Teacher Credentialing (CCTC). 6) Verification of registering for CSET for the subject area you wish to be certified, or verification of completing a CCTC approved subject matter competence program for a Single Subject credential. * 7) Current TB clearance. (A negative TB result within the past two years) 8) Application for Certificate of Clearance or copy of Substitute Teaching Permit issued by CCTC. Applicants with a Substitute Permit must renew their permit annually. 9) Bachelor s degree from a regionally accredited institution with a 2.75 or above undergraduate GPA.* Applicants must submit official transcripts sent directly to the University of La Verne by the credit granting institution. 10) Undergraduate students: Official transcript from a regionally accredited institution indicating 90 semester hours or more are completed toward the bachelor s degree with a 2.75 GPA at the time of application. The bachelor s degree must be completed to earn a teaching credential. 11) Internet access (high speed). Master of Education: Special Emphasis Admission Requirements: In addition to the Teaching Credential admission requirements, master s degree candidates must submit the items listed below. Some candidates admitted with stipulations to the Teaching Credential program may not qualify for admission to the Master of Education program. 1) Application for admission. 2) Statement of Purpose: On a separate sheet of paper, please write a statement of your goals for graduate study. Be sure to include information which reinforces the strength of your application for admission. Describe professional experience and qualifications which may be related to your intended field of study. This statement should be typewritten if possible, and about 200 words in length. 3) Three current letters of recommendation for graduate studies. We will provide you with the recommendation forms that you are required to use. 4) The GPA for admission to the master s degree program is a 2.5 or above for the last 60 semester hours of the bachelor s degree, and a GPA of 3.0 or above for any graduate level course work. 5) A passing score on the writing competency assessment. *Single Subject students with a CCTC approved subject matter competence program must have a 3.0 in the major. Program Locations Bakersfield Irvine Santa Clarita/Newhall San Luis Obispo Ventura County/Oxnard Victorville 15