College of Education and Organizational Leadership Centers For Educators Teacher Education Programs

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1 Academic Year Regional Campuses College of Education and Organizational Leadership Centers For Educators Teacher Education Programs Credentials Multiple Subject & Single Subject Teaching Credential Pupil Personnel Services: School Counseling Preliminary Administrative Services Master s Educational Counseling Educational Leadership Special Emphasis Damian Lenon M.S. Educational Counseling/ PPS Credential, 2005 Preliminary Administrative Services Credential, 2006 Pre K-12 Counseling Coordinator, Los Angeles Unified School District U.S. News & World Report and Forbes Magazine

2 The courses were engaging, relevant and rigorous and therefore I am proud to be a La Verne grad. Damian Lenon has certainly moved up the education ranks since graduating from La Verne. After graduation, Damian was a counselor and then an Assistant Principal. I am currently the Counseling Coordinator for the Los Angeles Unified School District (LAUSD). Damian really researched other schools offering his intended majors, choosing La Verne because of its academic integrity. He knew the education would be rigorous... [providing] a great deal of personalization and administrative support. Individualized education is what Damian sought, enabling him to not only succeed but thrive within [my] academic endeavor. La Verne s long and proud tradition of cultural awareness and diversity was also a major draw. Damian Lenon M.S. Educational Counseling/PPS Credential, 2005 Preliminary Administrative Services Credential, 2006 Damian has continued to grow in his professional and personal life. For Damian, being a part of this community of service-oriented learners has been a tremendous benefit to me and others around me... as a professional I was very well prepared to excel. As a person, I gained a great sense of purpose and mission, attributes I now share with others. Damian s path personifies lifelong learning and service, closely aligned with the advantage of a University of La Verne education. Two important factors influence adult students on the university they select: Great Reputation High Graduation Rate No. 152 in U.S. News & World Report s National Top-Tier Group, and tied with other noteworthy collegiate institutions; Adelphi University, St. John s University, and University of Maine. Harvard was ranked No. 1 nationally. Among Tier 1 schools with main campus enrollment under 5,000 students, La Verne ranked 5th in the country. It s perfectly logical to equate a school s great reputation with an academically sound education, and to expect a high rate of graduation. We invite you to investigate the solid educational experience waiting for you at the University of La Verne we ve been exceeding students expectations for over 120 years, and it shows. Fall 2011: La Verne again posts record enrollment numbers as we begin our 120th year, moving up 57 spots on the most recent Forbes list of America s Best Colleges, to 264. That places La Verne ahead of such nationally noted institutions as Brigham Young, Baylor, Texas Christian, Purdue, Michigan State, Alabama, Ohio State, Rutgers, North Carolina State and Auburn. With over 3,000 colleges and universities in the nation, only 650 schools make the Forbes list, which puts La Verne within the top ten percent of all colleges within the United States. Nationwide, La Verne ranked Among California private colleges and universities La Verne ranked 8th, and in the Los Angeles area No. 5 behind Cal Tech, USC, UCLA and Pepperdine in the U.S. News & World Report National Universities category. Students Start at La Verne, and Finish at La Verne. The University also features the highest actual vs. predicted graduation rate, ranked #1 of all national universities in April La Verne students receive a competitively-priced education, flexible scheduling, and dedicated, one-on-one advising and support. Overall, the great reputation translates into a quality educational experience, culminating in an outstanding graduation rate. La Verne students finish what they start, because the overall experience works well for them. 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 on-line. 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. 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 45,000 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 and 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 is Centers for Educators? Centers for Educators has 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 that are available to you. These curricula meet the standards adopted by the California Commission on Teacher Credentialing, 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 has 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 application process, see page 18 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 and Organizational Leadership can prepare you! Our College provides a broad range of programs to prepare professional educators in a number of specialties including child development, elementary and secondary teaching, special education, pupil personnel services, school psychology, reading, child life, and educational and organizational leadership. Because of its long and rich tradition of excellence, the University of La Verne is recognized as one of the leading institutions engaged in the preparation of professional educators and leaders in Southern California. In the College of Education and Organizational Leadership, faculty and students are partners in learning. Together we pursue a common goal: developing the knowledge, skills, and disposition 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 and Organizational Leadership. We know you will be impressed with the quality of our programs and our distinguished faculty. Dr. Mark Goor Dean College of Education and 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 in their profession. 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 when 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. Educational Counseling Pupil Personnel Services: School Counseling 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 twelfth grade. The University of La Verne s Educational Counselor Preparation Program has been approved by the California Commission on Teacher Credentialing, 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. Academic Requirements M.S. Degree Only: 47 Semester Hours Combined M.S. and Pupil Personnel Services Credential: 48 Semester Hours Courses Semester Hours EDUC 501 Educational Assessment (3) ASCD 503 Educational Psychology (3) PPS 504 Methods of Research (3) PPS 543 School Guidance Seminar (3) PPS 546 Introduction to Counseling and Guidance (3) PPS 549 School Counseling Theories (3) ASCD 550 Human Development (3) PPS 564 Instruction and Achievement (2) PPS 565 Career Development (3) PPS 567 School Safety and 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 583A Supervised Field Work Level 1 (1) (300 Clock Hours) PPS 583B Supervised Field Work Level II (1) (300 Clock Hours) PPS 597 Graduate Seminar in School Counseling (3) EDLD 576 Organizational Leadership and school Community Collaboration (3) Admission requirements are listed on page 10. Master of Science in Educational Counseling This Master s degree requires 47 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

7 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. 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. 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. PPS 550 Human Development (3) Reviews developmental physiology, social-psychological factors in personality development, behavior patterns, and interactional capacity through life cycle. PPS 564 Instruction and Achievement (2) Designed to provide counselor candidates with an overview of curriculum standards, curriculum design, lesson plan development, instructional strategies, and how to assist new teachers. Prerequisites: EDUC 550, EDUC 583A, and EDUC 583B 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. 25 hours of practica required. 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 EDUC 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 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 583A Supervised Field Work Level I (1) Provides school counseling candidates with 300 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. Can be taken credit/no credit only. Prerequisites: Certificate of Clearance, EDUC 546, EDUC 549, EDUC 571, and EDUC 572 PPS 583B Supervised Field Work Level II (1) Provides school counseling candidates with 300 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. Can be taken credit/no credit only. Prerequisites: CBEST Passage, Certificate of Clearance, EDUC 546, EDUC 549, EDUC 571, EDUC 572, and EDUC 583A 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 EDLD 576 Organizational Management and School Community Collaboration (3) Studies the principles and practices of public school management, human relations, leadership, organizational systems, school-community collaboration, and team building. No Directed Study Modifications to academic programs may be made by the appropriate program chair to comply with the University of La Verne policies and/or CCTC. * These courses may be offered as online courses. Note: Minimum grade of B- or better required for all prerequisite courses. Pupil Personnel Services: School Counseling Internship Credential The internship credential is available with permission of the program chair. The candidate must be fully matriculated in the PPS: School Counseling credential program and have met University and Commission on Teacher Credentialing requirements for the internship credential. The candidate must have letters of recommendation, a detailed personal statement describing his/her qualifications, and have successfully completed EDUC 501, 546, 549, 565, 571, and 572 with a minimum 3.0 GPA in the program. Prospective interns must have an offer of employment with a cooperating school district, as verified by a Memorandum of Understanding. 7

8 Educational Leadership Master of Education in Educational Leadership The Master of Education in Educational Leadership degree program and the Preliminary Administrative Services Credential program are designed to prepare graduates for leadership roles in elementary and secondary education. The curriculum, developed in consultation with an advisory board of practicing school administrators, is based on these key principles: Develop leaders who are scholarly practitioners, who understand the strong tie between theory and real-world application. Develop reflective leaders dedicated to working collaboratively to improve the instructional program for greater student achievement. Develop leaders who value the importance of building a school site team of administrators, classroom teachers, students, parents, and the community, working together for the benefit of the students. Integrate fieldwork with the coursework throughout the program to provide candidates with continual support from their instructors, site supervisors, and the University fieldwork supervisor. The course work in the program usually consists of six (6) terms for a total of eighteen (18) months. Admission requirements are listed on page 11. Preliminary Administrative Services Credential 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. The second level or Tier II, the Clear Administrative Services Credential, is obtained with additional specialized course work and administrative experience. 24 semester units EDLD 570 Curriculum, Instruction and Assessment (3) EDLD 571 Human Resource Administration (3) EDLD 572 Foundations of Educational Leadership (3) EDLD 573 Contemporary Issues in California Schools (3) EDLD 574A Orientation to Field Experience (1) EDLD 574B Field Experience (1) EDLD 574C Field Experience (1) EDLD 576 Organizational Management and School - Community Collaboration (3) EDLD 577 Fiscal Resource Management and Policy Development (3) EDLD 578 School Law (3) Master of Education in Educational Leadership 33 semester units which includes completion of Preliminary Administrative Services Credential and the following three courses: EDUC 501 Educational Assessment (3) ASCD 504 Methods of Research (3) ASCD 596 Graduate Seminar (3) 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 three years full-time experience with the prerequisite credential, and have successfully completed EDLD 571, 572, 577 and 578 or the Induction Seminar (see Academic Advisor for details) prior to being recommended for the Internship Credential. These four courses must be completed at La Verne and cannot be completed as directed studies. 8

9 Course Descriptions 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. 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. 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. (NCh) To be taken no later than second term. 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. ASCD 596 Graduate Seminar (3)** Culminating activity for the master s program. Includes preparation, presentation, discussion, and evaluation of research papers researched and written by each student. May not be taken as a directed study. Prereq: Advanced Standing. Credit/No Credit Only. (NCh) Modifications to academic programs may be made by the approprate program chair to comply with the University of La Verne policies and/or CCTC. 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. (NCh) - Not a challengeable course * These courses are offered as online courses ** These courses may be offered as online courses 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. Prereq: Admission into Preliminary Administrative Services Credential Programming. Passing Score on CBEST before registering in second section of EDMT 574. (NCh) 9

10 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 of 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 a California Commission on Teacher Credentialing (CCTC) approved Basic Skills Examination, such as CBEST, before entering the program. 9) Evidence of a Certificate of Clearance, or a valid credential issued by the California Commission on Teaching Credentialing 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. 10

11 Admission Requirements /General Information Admission to the M.Ed. Educational Leadership/ Preliminary Administrative Services Credential requires the following: 1) Application for admission with the $50.00 application fee. 2) Bachelor s degree from a regionally accredited college or university, with a preferred GPA of 2.5 or above for the last 60 semester hours of undergraduate study, and a GPA of 3.0 for any graduate level course work. Applicants will be asked to submit official transcripts (sent directly to the University of La Verne by the credit-granting institution) at the beginning of the program. 3) Resumé and reflective essay in response to required prompt (writing competency sample). 4) Three recommendations for graduate study, including two from active school administrators (one from immediate supervisor), that address the applicant s potential as a school administrator. We will provide you with the recommendation forms that you are required to use. 5) An informational interview with the program chair or designee. In addition to the requirements listed above, applicants to the Preliminary Administrative Services Credential program must also provide: 1) Passing score on the CBEST. 2) Verification of possessing a valid basic credential issued by the California Commission on Teacher Credentialing. The credential must be one of the following: Teaching, PPS, Librarianship, Health Services School Nurse, or Clinical or Rehabilitative Services (an Emergency or Internship Permit does not fulfill the requirement). 3) Verification of at least two years of full-time experience, while holding one of the approved credentials named in #2; three years full-time experience are required to apply for the Preliminary Administrative Services credential, certificate of eligibility, or Internship credential. 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 NCh ). 11

12 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 the 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. 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 then must be accepted for student teaching, which includes coursework, as well as fifteen 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. 12

13 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 qualification and attributes that you feel will be assets to you as a teacher. A handwritten statement is preferred. 4) Writing competency sample. 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. 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) 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. 2) Three current letters of recommendation for graduate studies. We will provide you with the recommendation forms that you are required to use. 3) 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. 4) A passing score on the writing competency sample. *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 13

14 Teacher Education Teaching Credentials Prerequisite: EDUC 407 Learning Technology for Educators (4) Preliminary Multiple Subject Teaching Credential 33 semester units EDUC 460 Diversity, Interaction, and the Learning Process (3) EDUC 462* Literacy Methodology for Multiple Subject Candidates (3) EDUC 464* Introduction to the Teaching of Reading for multiple Subject Candidates (3) EDUC 468 Introductory Supervised Teaching (5 week experience) (3) ** EDUC 470* Theories and Methods of Education for Linguistically Diverse Students (4) EDUC 472* Teaching Strategies (4) EDUC 474* Teaching in the Content Areas - multiple Subject (4) EDUC 478 Advanced Supervised Teaching (10 week experience) (6) ** SPED 457 Introduction to Exceptional Individuals and their Families (3) Master of Education: Special Emphasis I. Completion of multiple or single subject teaching credential (minimum 21 semester units at the graduate level) II. Core Courses (9 semester units) EDUC 501 Educational Assessment (3) EDUC 504 Methods of Research (3) EDUC 590 Issues in Teaching (3) III. Culminating Activity (3 semester units) EDUC 596 Graduate Seminar (3) The combined master s degree and teaching credential program is 45 semester units. The Core Courses and the Culminating Activity are typically offered as online courses. *Requires fieldwork ** See additional student teaching prerequisites on page 16. Preliminary Single Subject Teaching Credential 33 semester units EDUC 460 Diversity, Interaction, and the Learning Process (3) EDUC 466* Introduction to the Teaching of Reading for single Subject Candidates (4) EDUC 468 Introductory Supervised Teaching (5 week experience) (3) ** EDUC 470* Theories and Methods of Education for Linguistically Diverse Students (4) EDUC 472* Teaching Strategies (4) EDUC 475 Foundations and Introduction to Teaching: single Subject (3) EDUC 476* Teaching in the Content Areas - Single Subject (3) EDUC 478 Advanced Supervised Teaching (10 week experience) (6) ** SPED 457 Introduction to Exceptional Individuals and their Families (3) Enhanced Internship Credential If a student has successfully completed a bachelor s degree, the U.S. Constitution requirement, EDUC 460 and 470, passed CBEST (or equivalent basic skills exam), subject matter competence (CSET), and has a contract in a public school, he/she will be academically eligible for an enhanced internship credential. 14

15 Course Descriptions EDUC 407 Learning Technology for Educators (4) Students will explore educational technologies that engage learners and improve the learning processes in the K-12 classroom. A variety of current software and web-based technology will be used to create several projects that motivate and engage future students and build 21st century skills. (Meets La Verne credential prerequisite) EDUC 460 Diversity, Interaction and the Learning Process (3) Introduces teaching and human relation skills. Emphasizes issues of diversity. For students desiring to enter the teaching profession. Prereq: Certificate of Clearance pending or granted. TB clearance, CBEST score report, CEOL writing score of 2. (NCh) EDUC 462 Literacy Methodology (Teaching of Reading) for Multiple Subject Candidates (3) Covers philosophy, methods, and materials for teaching beginning literacy skills. Examines assessment and instruction in a balanced literacy program; offers opportunities for classroom observation and participation. Requires 10 hours of fieldwork. Prereq: Certificate of Clearance, TB clearance, CBEST score report, CEOL writing score of 2. (NCh) EDUC 464 Introduction of the Teaching of Reading for Multiple Subject Candidates (3) Studies language and literacy processes. Offers strategies to assess and foster abilities to become proficient speakers, listeners, readers and writers. Requires 20 hours of fieldwork. Prereq: EDUC 462, and CBEST passing score, CEOL writing score of 3. (NCh) EDUC 466 Introduction to Teaching of Reading for Single Subject Candidates (4) Covers philosophy, methods and materials for teaching content area literacy skills. Examines assessment and instruction strategy; offers opportunities for classroom observation and participation. Requires 30 hours of fieldwork. Prereq: Certificate of Clearance, TB clearance, CBEST score report, CEOL writing score of 2. (NCh) EDUC 468 Introductory Supervised Teaching (3) Five weeks of supervised teaching in public schools, complemented by conferences and seminars with supervising teacher and University supervisor. Prereq: EDUC 460, 470, 472, and 462 or 466, CBEST passing score, CEOL writing score of 3, TPA1 passing score, CSET passing score. Prereq/Coreq: EDUC 474 or EDUC 476. (NCh) EDUC 470 Theories and Methods for Linguistically Diverse Students (4) Provides candidates with specific understandings and skills related to classroom teaching with emphasis on ELD and SDAIE. Requires 30 hours of fieldwork. Prereq: Certificate of Clearance pending or granted. TB clearance, CBEST score report, CEOL writing score of 2. (NCh) EDUC 472 Teaching Strategies (4) Emphasizes diverse methods and planning for teaching. Experienced teachers demonstrate methods; students practice, demonstrate, and evaluate them. Analyzes class management models. Requires 30 hours of field experience. Requires 30 hours of teaching experience. Prereq: EDUC 460, 470, and Certificate of Clearance, TB clearance, CBEST score report, CEOL writing score of 2 (NCh) EDUC 474 Teaching in the Content Areas - Multiple Subject (4) Provides Multiple Subject Credential Candidates with knowledge, attitudes, and skills to effectively teach six K-8 subjects: Math, Science, history/social science, visual and performing arts, physical education, and health. Requires 30 hours of fieldwork. Prereq: EDUC 460, 462, 470, 472, and Certificate of Clearance, TB clearance, CEOL writing score of 3, CBEST passing score. (NCh) EDUC 475 Foundations and Introduction to Teaching - Single Subject (3) This course will provide students a study of the sociological, historical, political, legal, and philosophical bases of American education. In addition, this course will also provide students the opportunity to examine the principles, problems, and practices influencing curriculum planning; secondary curricula; and research in general curriculum problems to include culturally responsive teaching. Students will be able to select, organize, teach and integrate writing in their content areas. Included with writing across the contents students will enhance their own reading and writing abilities in both technical and non-technical literature, and further improve skills in writing documents with clear utilitarian purposes in mind. Prereq: EDUC 460, 470. EDUC 476 Teaching in the Content Areas for Single Subject Candidates (3) Emphasizes specific strategies for single subject candidates. Requires 30 hours of fieldwork. Includes developing and teaching a 5-lesson unit for diverse ability groups. Prereq: EDUC 460, 466, 470, 472, and Certificate of Clearance, TB clearance, CEOL writing score of 3, and CBEST passing score. (NCh) EDUC 478 Advanced Supervised Teaching (6) Ten-weeks of supervised teaching in public schools, complemented by conferences and seminars with supervising teacher and La Verne supervisor. Prereq: EDUC 460, 462, 464, 466, 468, 470, 472, 474, 476 and CSET passing score, TPA2 passing score, U.S. Constitution, speech, and health education, EDUC 407 and current CPR for adults, infants, and children. Prereq/Coreq: SPED 457. (NCh) 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. EDUC 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. EDUC 590 Issues in Teaching (3) Explores such current issues as cultural values, teaching decisions, learning styles, instructional strategies, supervision, and public policy. EDUC 596 Graduate Seminar (3) Culminating activity for the master s program. Includes preparation, presentation, discussion, and evaluation of research papers researched and written by each student. May not be taken as a directed study. CRD/NCR only. Prereq: Advanced Standing. (NCh) SPED 457 Introduction to Exceptional Individuals and their Families (3) Disability theories, remedial methodologies, curriculum development, and instructional interventions and current practices. Informal and standardized assessment techniques. 2 hours of fieldwork required. Modifications to academic programs may be made by the appropriate program chair to comply with the University of La Verne policies and/or CCTC. (NCh) - Not a challengeable course. 15

16 Student Teaching Prerequisites For Introductory Supervised Teaching, EDUC 468. All of the following requirements must be met prior to EDUC 468: 1) Certificate of Clearance or equivalent fingerprint clearance. 2) Demonstration of personal characteristics necessary for teaching, as outlined by the University of La Verne s Department of Education and Teacher Development. 3) Passing score on CBEST (or equivalent basic skills test as defined by CCTC). This is highly recommended prior to admission. 4) Passing score on CSET (or subject matter competence program approved by CCTC for Single Subject area with 3.0 in major). This is highly recommended prior to admission. 5) Passing score on writing competency sample. 6) Passing score on Cal TPA #1. 7) Acceptance of Cal TPA #2 submission. 8) 3.0 or better GPA in the pre-student teaching courses: EDUC 460, 470, 472, and 462 or ) Submission of application for student teaching and acceptance and clearance by the University Teacher Education faculty prior to the student teaching experience. For Advanced Supervised Teaching, EDUC 478. All of the following requirements must be met prior to EDUC 478: 1) All prerequisites for EDUC ) Passage of RICA (Reading Instruction Competency Assessment) for Multiple Subject candidates only. 3) U.S. Constitution course or passing test score. 4) Speech course or verification of competence within the program. 5) EDUC 407 Learning Technology for Educators. (4 units) 6) Health Education/Nutrition/Drug Prevention/Sexually Transmitted Diseases course, or passing score on DSST exam Here s to Your Health. 7) Verification of current CPR training for adults, infants, and children. 8) Passing scores on Cal TPA #1 and #2. 9) Acceptance of Cal TPA #3 submission. 10) Completion of all academic course work, except for SPED 457 which may be taken concurrently. 11) Submission of application for student teaching and acceptance and clearance by the University Teacher Education faculty prior to the student teaching experience. Teacher Performance Assessments Candidates must pass all four Teacher Performance Assessments (TPA) before a preliminary credential can be recommended. Each of the four required TPAs is embedded in course work and student teaching. EDUC 470 TPA1: Subject Specific Pedagogy EDUC 472 TPA2: Designing Instruction EDUC 468 TPA3: Assessing Learning EDUC 478 TPA4: Culminating Teaching Experience Preliminary Credential Application Requirements To apply for a Preliminary Credential, candidates must have: 1) Met all prerequisites to EDUC ) Maintained a 3.0 or better GPA in the program. 3) Earned a B or better in EDUC ) Completed a bachelor s degree from a regionally accredited college or university. 5) Completed fieldwork or teaching experience with students from at least two age or ability levels during the program. 6) Passed all required TPAs. 7) Completed an Application for Credential packet. Clear Credential Application Requirements To apply for a Clear Credential, candidates must have completed the following within five years of the issuance date of the Preliminary Credential: A two-year induction program in a school district. A Level II computer class. Bilingual Cross-Cultural, Language, and Academic Development Emphasis (Spanish) The Bilingual Emphasis (Spanish) is available for Multiple Subject students who are proficient in Spanish. Candidates must meet the following requirements: 1) Passing score on CSET: LOTE Subtest III in Spanish. 2) EDUC 413 Methodology for Primary Language Instruction in a Bilingual Environment prior to student teaching. 3) Complete Multiple Subject student teaching in a bilingual (Spanish) classroom. Program subject to change by the California Commission on Teacher Credentialing (CCTC). 16

17 Tuition, Fees and Academic Calendar Tuition and Fees Graduate Tuition: $545 per unit Application Fee: $50 CEOL Assessment Fee: $7 per course Academic Service Fee: $30 per course Challenge Exam Fee: One unit of regular tuition Graduation Fee: $140 Deferred Payment Fee: $50 Late Financial Arrangement Fee: $100-$300 Transcript Fee: $6 School Counseling Field Work Documentation Fee (per course: PPS 583A and 583B): $150 Teacher Performance Assessment Fee (TPA) TPA Fee for EDUC 468, 470, 472: $50 per course TPA Fee for EDUC 478: $100 Tuition Payment Options 1) Deferred Payment Plan: Students may arrange to pay their tuition balance in monthly installments by signing up online. There is a $50 fee per term, but no interest is charged. 2) Prepay Total Program at current rate, guaranteeing no increase in tuition. 3) Pay in full for each course at the time of registration, by check, money order, Web Check, or online with Master Card, VISA, Discover, or American Express. APLE (Assumption Program of Loans for Education) This program is designed to encourage outstanding students to become teachers in subject areas where there is a critical shortage, low-income area schools, or low-ranking schools on the Academic Performance Index. Candidates are eligible to apply for APLE as a junior or senior undergraduate or teacher credential student, who has not completed the course work necessary to obtain an initial teaching credential (exception: students with an initial teaching credential who are pursuing a specialist credential in special education). Funding appropriations are contingent upon approved California Budget Acts. For information on how to apply for the APLE visit the University s Office of Financial Aid at: Additional information is available through the California Student Aid Commission website at: ACADEMIC CALENDAR: term dates Fall Term 2012 August 27 - November 4 Winter Term 2013 January 7 - March 17 Spring Term 2013 March 25 - June 2 Summer Term 2013 June 10 - August 18 Changes in Policy, Tuition and Fees. The information provided reflects an accurate picture of the University of La Verne at the time of publication. The University reserves the right to make necessary changes in policies, requirements, tuition, fees, and calendars contained in this brochure at any time without prior written notice. Financial Aid Programs (001216) Admission to the University is required before the financial aid application can be processed. There is funding available from the Federal Government for working adults who want to continue their education. A variety of financial assistance programs are available depending on an individual s financial situation and income level. Students who wish to receive financial aid for their education should begin the application process at the time they apply for admission to the University of La Verne. We encourage you to apply online at laverne.edu/financial-aid/. This will give you access to the Free Application for Federal Student Aid (FAFSA). 17

18 Start the Enrollment Process Questions? To learn more about these programs, call one of our local Regional Administrators (see insert) or call our central office in La Verne at How to Apply At this time, a completed application form is the only item you need to submit to be considered an applicant. Apply online at laverne.edu/apply If you wish to receive financial assistance, apply for financial aid. A program begins when 15 candidates submit applications for the same program at a particular location. Once the minimum number of applications have been received by the University, an organizational meeting will be scheduled. All applicants need to attend this meeting. The application fee ($50) will be collected at this meeting. You will receive instructions on how to register online at the organizational meeting. After the organizational meeting, you will receive a welcome packet that explains the admission process and the required admission documents. You can complete the admission process during your first term at La Verne; however, financial aid is not available until admission has been granted. If you need advance information regarding admission requirements or transfer credit consideration, you may speak with an academic advisor by calling Regional Campus Administration at Students enrolling in an online course are expected to have daily access to a computer that meets the technology requirements listed below. PC compatible computer with CD-ROM drive, speakers and internal microphone; or USB headset/microphone; and camera. Internet broadband connection (DSL, cable, satellite, etc.) Internet service provider with unrestricted access to the Web (note: firewalls and SPAM filters may inhibit access). Windows XP or later. Mac OS 10.4 or higher. Internet Explorer 6 or higher; or Firefox 3.2 or higher (Mac). Current version of Adobe Flash Player (free download from adobe.com) Current version of Adobe Flash Reader (free download from adobe.com) Microsoft Word, Excel, and PowerPoint XP or later; Mac version 2004 or later. Student Technology Expectations Today s professionals must utilize technology to be successful. To be successful in La Verne s education programs, students are expected to possess their own computers, have high speed internet access, and be proficient in basic word processing, management, and in conducting web searches. All of these skills will be enhanced during the program but basic knowledge will be assumed. 18

19 Special Education Master of Science in Special Education Studies: Mild-Moderate Education Specialist Preliminary Credential The Special Education program is designed for those interested in teaching and advocating for learners with mild/moderate special education needs, in particular but not exclusive to students with learning disabilities, emotional/behavioral disorders, mild intellectual developmental disabilities, autism, traumatic brain injury, and other health impairments. Persons applying for this program need not possess any other credential, although with a number of additional courses, students may also complete a Multiple Subject or Single Subject Teaching Credential or Reading Certificate. Mild/Moderate Education Specialist Preliminary Credential candidates receive a complete range of instruction and support in instructing learners with mild/moderate disabilities within a continuum of service delivery options. More Detailed Information This program is available at our main campus in La Verne, and at our regional sites in Bakersfield and Santa Clarita. To request more information, please contact: La Verne: , ext Bakersfield: Santa Clarita: , ext An Autism Authorization is also available. Doctoral Program Doctor of Education in Organizational Leadership The complexity and challenges of leading school districts have increased dramatically over the past several decades. To move to senior levels of school district administration, a terminal degree (doctoral degree) is seen as a requirement or, at minimum, highly recommended. La Verne s Ed.D. consists of three years of coursework plus the dissertation. Fall semester starts in September and ends in late January. Spring semester starts in early February and ends early July. La Verne s Doctor of Education in Organizational Leadership (Ed.D.) is designed specifically for the practicing organizational leader. Its mission is to develop leaders and architects of change who make significant contributions to the organizations and communities they serve. Of the 500 California school district superintendents who hold doctoral degrees, over 25% received their degrees from La Verne. La Verne s Ed.D. program is the largest and most successful in the Western United States. It is not the best because it is the biggest; it is the biggest because it is the best. The format of La Verne s Ed.D. is unique in that it includes a learning group in your local geographic area, online or virtual instruction and interaction, and a five weekend practicum held on the University of La Verne campus during each academic year. It is based on the latest research in adult learning, multiple intelligences, learning modalities, constructivism, and brain development. 19

20 We Have a Campus Near You La Verne is a national, comprehensive university offering excellence in higher education since For more information call 877-GO-TO-ULV or visit us at laverne.edu Main Campus 1950 Third Street La Verne, CA Central Coast 4119 Broad Street, Suite 200 San Luis Obispo, CA Kern County th Street, Suite D-200 Bakersfield, CA Orange County 2855 Michelle Drive, Suite 250 Irvine, CA La Verne Online - Virtual Campus laverne.edu/laverne-online , x5205 Point Mugu Naval Base Regional Campus P.O. Box Port Hueneme, CA High Desert Anacapa Road, Suite 100 Victorville, CA Inland Empire 3237 Guasti Road, Suite 300 Ontario, CA San Fernando Valley 4001 W. Alameda Avenue, Suite 300 Burbank, CA Ventura County 500 Esplanade Drive, Suite 1000 Oxnard, CA Vandenberg Air Force Base Regional Campus P.O. Box 5578 Vandenberg AFB, CA San Luis Obispo Bakersfield La Verne Online Virtual Campus Vandenberg AFB Victorville Oxnard Pt. Mugu Burbank La Verne Campus Ontario Irvine 1950 Third Street La Verne, CA laverne.edu 877-GO-TO-ULV degreeinfo@laverne.edu /