Centers for Educators

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College of Education & Organizational Leadership

2014–2015 Academic Year Regional Campuses

Centers for Educators

Samuel Gutierrez

MS Educational Counseling/PPS Credential ’15 Guidance Counselor, Intern

Natasha Burrell

M.Ed. Special Emphasis/Credential ’10 MS Educational Counseling/PPS Credential ’14 7th Grade Math Intervention/Pre-Algebra Honors Teacher

Ouchi-O’Donovan Middle Academy

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

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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.

Solid Ranking

§U.S. News & World Report’s 2014 “America’s Best Colleges” issue places La Verne in the top tier of its National Universities category for a fourth consecutive year.

§La Verne ranks 8th among California’s private universities and colleges included in the National Universities classification, and rates 4th among Los Angeles area private institutions. §Forbes Magazine once gain places La Verne in the top half of

its “America’s Top Colleges” ranking, recognizing the top 20 percent of the nation’s undergraduate universities.

MBA and Online Students Choose La Verne

§For the second year in a row, the Los Angeles Business Journal ranked the affordable La Verne MBA Program No. 3 in Los Angeles County. Moreover, the La Verne MBA Program has grown more than 13% in the past two years, delivering the largest MBA Program by a non-profit university in the Inland Empire.

§La Verne is ranked No. 1 in California and 13th nationally in the U.S. News & World Report’s rating of online undergraduate programs. In addition, the online graduate business programs also ranked in the top 100 nationally and sixth in California.

A Tradition of Value

§Washington Monthly ranked La Verne in its top 50 “Best Bang for the Buck” listing. Not only is La Verne the only private university in the top 50, it is the highest of the five California-based private institutions named. §La Verne ranks in the top 7 percent of California colleges

and universities in terms of return on investment (ROI), ranked by Affordable Colleges Online, a web source providing income-related data for people seeking a solid return on their educational investment, and better career earning opportunities.

How is La Verne Ranked?

Hessena Langhans

MA Education ’03 MS Ed. Counseling PPS Credential w/LPCC ’15 Student Advisor

Public Charter Schools, Long Beach

Watch Hessena’s Video laverne.edu/educators

“The faculty not only teach theory, they

provide tried and true practices based on

professional teaching experience.”

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Why Students Choose the

University of La Verne

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 30% 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 (CCTC).

Tradition of Academic Excellence since 1891

For more than 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. The University of La Verne has been educating adult professionals for nearly five decades. Many universities offer degree programs for working adults, but La Verne is, without a doubt, unique.

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.

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University of La Verne

Los Angeles San Luis Obispo/Santa Maria Bakersfield

Ventura Santa Clarita/Newhall Burbank Irvine Cerritos Victorville

What are

Centers for Educators

?

Centers for Educators

Cohort Locations

§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 (see map below).

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.

Centers for Educators have been bringing the University’s high-quality graduate-level education and credential programs to Southern and Central California communities for nearly 40 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!

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Message from the Dean

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.

§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 NCATE-accredited 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.”

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

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MS in Educational Counseling

Pupil Personnel Services Credential:

School Counseling

MS Degree Only: 46 Semester Hours (SH)

Combined MS 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) *SFBC students will take PPS 544 in lieu of PPS 543 **Not required for the MS in Educational Counseling

MS in Educational Counseling with concentration

in Spanish Bilingual Bicultural Counseling (SBBC)

Pupil Personnel Services Credential:

School Counseling

This is a 57-unit master’s degree/and PPS credential which uniquely prepares qualified candidates for working with Latina/o students in California schools. 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, Adonay Montes, for information (amontes@laverne.edu or 909-448-4705). 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)

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 MS and PPS Credential.

Master of Science in Educational Counseling

This master’s degree requires 46 units, including 400 hours of fieldwork. The Master of Science in Educational Counseling degree prepares qualified candidates to serve in community-based organizations or colleges.

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.

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Total Program: 60 semester hours

Core Courses: 58 semester hours

ASCD 503 Educational Psychology (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 551 Diagnosis and Treatment of Psychopathology (3)

PPS 554 Advanced Theories in Counseling (3)

PPS 558 Psychopharmacology for School and Family Based Counseling (3)

PPS 559 Substance Abuse Counseling LPCC/PPS Focus (3)

PPS 567 School Safety & Crisis Prevention (2)

PPS 574 Facilitating, 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 584** Clinical Practicum (2) Culminating Activity: 2 semester hours

PPS 597 Graduate Seminar in School Counseling (2) *SFBC students will take PPS 544 in lieu of PPS 543 **SFBC students will take PPS 584 in lieu of PPS 583C

Credential requirements are subject to change by the State of California’s Commission on Teacher Credentialing (CCTC).

MS in Educational Counseling with a concentration

in School and Family Based Counseling (SFBC);

Pupil Personnel Services Credential:

School Counseling

The School and Family Based Counseling concentration 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 MS 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 concentration in 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.

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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) 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.

Educational Leadership – M.Ed.

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 1982. 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 (CCTC) 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 three years full–time experience in one of the areas listed above (Commission requirement of five years experience is needed to apply 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.

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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 511 Online Instructional Design (3)

EDLD 512 Learning Management Systems in Education (3)

EDLD 574A Orientation to Field Experience* (1)

EDLD 574 B-C Field Experience B-C,* (1,1) or

EDLD 581 Education — A World View (3)

EDLD 575 Advanced Curriculum Studies (3)

EDLD 579 Professional Development Strategies (3)

Culminating Sequence: 9 semester hours EDUC 501 Educational Assessment (3)

ASCD 504 Methods of Research (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)

Clear Administrative Services Credential

This is the second level of the two-tiered credential requirements enacted into law in 1982. 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 909–448–4385.

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)

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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.

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 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 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.

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 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.

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.

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.

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.

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.

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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 (2)

This is the culminating activity for the MS 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. 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 presentation of findings. Students will learn how to use research and data to inform their professional practice.

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

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.

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.

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.

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 581 Education—A World View (3)

The purpose of this course is to provide students with an opportunity to analyze, compare, and contrast one or more educational systems within the international community with that of the American system. Not challengeable.

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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.

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.

Admission Requirements

Samuel Gutierrez

MS Educational Counseling/PPS Credential ’15 Guidance Counselor, Intern

Bellflower Unified School District

Watch Samuel’s Video laverne.edu/educators

“At La Verne you are not just another

number, you are part of a family.”

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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 resumé.

4) Three positive letters of reference, two of which must be from active school district administrators.

5) An interview with the program chair.

Admission Requirements and General Information

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

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

§MS 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

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 three years of full–time experience in one

of the areas listed above. (Five years full-time experience is needed to apply for the credential.)

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Natasha Burrell

M.Ed. Special Emphasis/Credential ’10

MS Educational Counseling/PPS Credential ’14

7th Grade Math Intervention/Pre-Algebra Honors Teacher Ouchi-O’Donovan Middle Academy

Watch Natasha’s Video laverne.edu/educators

“La Verne has provided me with

the tools to be an effective educator.”

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.

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.

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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).

*Single Subject students with a CCTC approved subject matter competence

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.

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Enhanced Internship Credential

A student must have successfully completed a bachelor’s degree, the U.S. Constitution requirement, EDUC 460, EDUC 470, have passing scores on CBEST (or equivalent basic skills exam), subject matter competence (CSET), and the writing assessment to be academically eligible for an enhanced internship credential. An internship candidate must be offered a contract in a public school that meets specific criteria for an internship position to be approved.

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 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 offered as online courses.

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)

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 (A-H) Teaching in the Content Areas - Single Subject* (3)

(Select Appropriate Subject Area) EDUC 478 Advanced Supervised Teaching

(10 week experience) (6) **

SPED 457 Introduction to Exceptional Individuals and their Families (3)

*Requires fieldwork.

**See additional student teaching prerequisites on page 18.

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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. Not challengeable. PREREQUISITES: Certificate of Clearance pending or granted. TB clearance, CBEST score report, CEOL writing score of 2.

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. Not challengeable. PREREQUISITES: Certificate of Clearance, TB clearance, CBEST score report, CEOL writing score of 2.

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. Not challengeable. PREREQUISITES: EDUC 462, and CBEST passing score, CEOL writing score of 3.

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. Not challengeable. PREREQUISITES: Certificate of Clearance, TB clearance, CBEST score report, CEOL writing score of 2.

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. Not challengeable. PREREQUISITES: EDUC 460, 470, 472, and 462 or 466, CBEST passing score, CEOL writing score of 3, TPA #1 passing score, CSET passing score. Prereq/Coreq: EDUC 474 or EDUC 475 and 476.

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. Not challengeable. PREREQUISITES: Certificate of Clearance pending or granted. TB clearance, CBEST score report, CEOL writing score of 2.

EDUC 472 Teaching Strategies (4)

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. Not challengeable.

PREREQUISITES: EDUC 460, 462, 470, 472, and Certificate of

Clearance, TB clearance, CEOL writing score of 3, CBEST passing score.

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. PREREQUISITES: EDUC 460, 470.

EDUC 476 (A-H) Teaching in the Content Areas for Single Subject Candidates (3) (Each section is subject specific)

Emphasizes specific strategies for single subject candidates. Requires 30 hours of fieldwork. Includes developing and teaching a 5-lesson unit for diverse ability groups. Not challengeable. PREREQUISITES: EDUC 460, 466, 470, 472, and Certificate of Clearance, TB clearance, CEOL writing score of 3, and CBEST passing score.

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. Not challengeable. PREREQUISITES: EDUC 460, 462, 464, 466, 468, 470, 472, 474, 475, 476 and CSET passing score, TPA #2 passing score, U.S. Constitution, speech, and health education, EDUC 407 and current CPR for adults, infants, and children. Prereq/Coreq: SPED 457.

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,

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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 dispositions appropriate for teaching. 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 assessment. 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 466.

9) 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 468.

2) 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 face-to-face, hands-on 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.

Student Teaching Prerequisites

Teacher Performance Assessments

Candidates must pass all four Teacher Performance Assessments (TPAs) 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 478.

2) Maintained a 3.0 or better GPA in the program. 3) Earned a “B” or better in EDUC 478.

4) 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.

Program subject to change by the California Commission on Teacher Credentialing (CCTC).

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Mild-Moderate Education Specialist

Preliminary Credential

This program is designed for individuals interested in teaching learners with mild/moderate special education needs, in particular but not exclusive to students with learning disabilities, emotional/ behavioral disorders, mild intellectual disabilities, traumatic brain injury, or other health impairments. Completion of the program authorizes candidates to work with students who have autism spectrum disorders.

Credential candidates receive a complete range of instruction and support in instructing learners with mild/moderate disabilities within a continuum of service delivery options. The Reading Instruction Competence Assessment and any course-related Teacher Performance Assessments (TPAs) are required. Upon completion of the Education Specialist Preliminary Credential, candidates have five years to complete the Clear Education Specialist Credential.

Prior to enrolling in student teaching (SPED 409), candidates are required to successfully contribute to the field through documented advocacy and service.

Mild-Moderate Education Specialist

Preliminary Credential

Admissions Requirements:

1) Bachelor’s degree from a regionally accredited institution with a 2.8 or above undergraduate GPA. Applicants must submit official transcripts sent directly to the University of La Verne by the credit granting institution.

2) A passing score on admissions interview. 3) A passing score on CBEST.

4) A passing score on CSET. (Multiple Subject)

5) Current TB clearance (must have received a negative TB result within the past two years).

Special Education

7) Health Education/Nutrition/Drug Prevention/Sexually Transmitted Diseases course, or passing score on DSST exam “Here’s to Your Health.”

8) Internet access capability.

9) Computers for Educators–approved course. 10) Statement of Purpose.

11) Three current letters of recommendation on school or business letterhead.

If a candidate is working toward completion of an admission requirement, such as CBEST or CSET, the candidate may be admitted to the program with the stipulation that the outstanding requirement be passed prior to taking courses in the Area of Concentration.

Core Courses: 13 semester hours

EDUC 470A Theories and Methods of Education for Linguistically Diverse Students (Special Education) (4)

SPED 401 Assessment Education Specialist Professionalism (3)

SPED 457 Introduction to Exceptional Individuals and Their Families (3)

SPED 510 Typical and Atypical Development and Practicum (3) Area of Concentration: 27 semester hours

RDG 510A Foundations of Emergent Literacy Instruction for Special Education (3)

RDG 514A Literacy Assessment and Interpretation for Special Education (3)

SPED 405 Diversity and Professional Communication and Practicum (3)

SPED 406 Assessment Practices and IEP Development (3)

SPED 407 Mild-Moderate Caseload Management and Practicum (3)

SPED 408 Curriculum and Instruction and Practicum (3)

SPED 409 Directed Teaching (6)

SPED 505 Advanced Positive Behavior Support: Theory and Practice (3)

Additional requirements: Prior to applying to the Commission, candidates must have

1) Verification of current face-to-face, hands-on CPR training for adults, infants, and children.