Education

www.cpp.edu/~education/

Dorothy MacNevin, Chair and Graduate Coordinator

Participating Faculty

Judith Anderson, Social Sciences
Laurie Riggs, Mathematics
Joyce Hesselgrave, Art
Kimberly Miller, Agriculture
Nicki Wickler & Paul Beardsley, Sciences
Janine Riveire, Music
Dewey Hall, English
Andrea Metzker , Physical Education
Perky Vetter , Adapted Physical Education
Amalia Llombart, Spanish

The Department of Education at California State Polytechnic University, Pomona is committed to the pursuit of excellence in education and to the search for new knowledge about the teaching and learning process. The university, through the Department of Education, accepts the responsibility for the preparation of future P-12 educators, and strives to provide equal educational opportunities for all qualified candidates who wish to become teachers, administrators, and educational leaders.

Vision

The word “education” comes from the Latin word that means “to lead”.  Thus, the vision of the Department of Education is to be at the forefront in the field by taking the lead in cultivating a Teacher-Scholar-Leader model of excellence in educator preparedness and performance among students and faculty across the continuum of our credential, M.A. and Ed.D. programs.  Leadership to advance teaching and learning from cradle to career is the dominant theme in all programs, including early childhood education and bilingual education, basic and advanced credentials, and the master’s and doctoral degree programs.  Our faculty and students demonstrate, in word and deed, an understanding of the elements of the acronym LEAD:

Each element is necessary to effectively engage in new paradigms of teaching and learning.  Research and practice are focused on the transformative role of education in creating a just society by developing the most precious resources on earth - the human mind, the human heart, and the human spirit.

Mission Statement

The mission of the Department of Education is to exemplify its vision by preparing teacher-scholar-leaders with the ability and commitment to accomplish transformative change in schools and communities as evidenced by excellence in academic achievement, an ethos of caring, and a spirit of collaboration that promotes social well-being and positive school-community engagement.

Core Values

We value:

1. Our responsibility as educators to lead
2. Teacher-Scholar-Leader Model of Excellence
3. Leadership by example
4. Our diverse community of Teacher-Scholar-Leaders
5. Reciprocal accountability
6. Systematic assessment
7. Students as the focus of our work
8. Continuing professional growth and development
9. Partnerships and collaboration
10. Diversity, global perspectives, and the development of human potential
11. Love of learning, pursuit of wisdom, and a respect for common sense
12. The opportunity to shape the future

General Information

All programs for candidates seeking educator credentials are approved and monitored by the California Commission on Teacher Credentialing (CTC). Since credential programs described in this publication are subject to change, candidates are urged to seek current information concerning new credential requirements and deadlines from appropriate advisors in the Department of Education. Information concerning teacher preparation programs at Cal Poly Pomona, including the pass rate on teacher certification examinations, may be obtained from the department website and Credential Services Office.

Teacher Education is central to the mission of the CSU and a priority at both the system and campus levels. Cal Poly Pomona embraces the preparation of teachers as a responsibility shared by all. Thus, the preparation of educators at Cal Poly Pomona is a university-wide function.  Faculty members from each subject area specialization in discipline-related colleges provide the connection between the subject matter content knowledge and the art and science of teaching.

Cal Poly Pomona’s credential programs are fully accredited by the California Commission on Teacher Credentialing. Programs are offered that lead to the following credentials and areas of specialization:

1. Basic or Initial Teaching Credential Programs:  

• Multiple Subject (elementary education)
• Single Subject (secondary education)
• Education Specialist (special education) Mild/Moderate - Preliminary
• Education Specialist (special education) Moderate/Severe - Preliminary
• Agriculture Specialist Credential

2. Advanced Credential and Added Authorization Programs: 

• Adapted Physical Education Added Authorization
• Administrative Services Preliminary Credential Tier I and Tier II
• Autism Spectrum Disorders (ASD) - phased out Fall 2014.
• Bilingual Authorization in Spanish and Asian (Mandarin Chinese) languages
• Reading Certificate Added Authorization

3. Master of Arts in Education with Subplan/Options in:

• Curriculum and Instruction
• Curriculum and Instruction - Design-Based Learning Emphasis
• Curriculum and Instruction - Heritage Languages: Literacy and Leadership Emphasis
• Educational Multimedia
• Educational Leadership
• Special Education

4. Doctoral Degree (Ed.D.) in Educational Leadership

Basic or Initial Credential Programs

Note(s): Internship programs are available in all basic credentials listed above.  The Bilingual Authorization for Spanish or Asian (Mandarin Chinese) languages may be added concurrently or after completing any of the basic credentials listed above.  See section of Advanced Credentials and Added Authorizations.

Advising and Orientation Sessions

Educator candidates should initiate contacts and appointments for appropriate program advising early in their undergraduate program.  Since it is possible to begin the credential program in the undergraduate years, it is recommended that contact be made with the Credential Service Office by the end of the sophomore year.  Students may petition to apply up to 13 units of credential course work completed while an undergraduate student to credential and graduate requirements.

Credential information materials and state credential requirements can be obtained at the Credential Services Office. Advising sessions are held during each academic quarter. Detailed information on session dates and locations is available from the Credential Services Office and online at www.cpp.edu/cso.  Academic advisors are also assigned to individuals seeking a credential upon application to the program. Advice regarding the academic major is available in the academic discipline department appropriate to the credential be sought.

State and CSU credential regulations require students to verify subject matter content knowledge for the credential sought by successfully completing the appropriate state examination (CSET) or an appropriate approved academic program of study.

Cal Poly Pomona has approved subject matter authorization programs in each the following areas for teacher candidates planning to enter the Single Subject Credential Program:

The Department of Education offers orientation sessions for each of the basic credential programs. Attendance at or completion of the online orientation session is required for admission to a program. Detailed information on orientation dates and locations is available from the Credential Services Office and online www.cpp.edu/cso.

Requirements for Teaching Credentials

The California State requirements for earning a Preliminary Multiple Subject, Preliminary Single Subject Credential, or Education Specialist Preliminary Level I include:

1. A baccalaureate (or higher) degree, in any major other than professional education, from an accredited institution.
2. Passing scores on the California Basic Education Skills Test (CBEST) or equivalent.
3. Satisfactory completion of at least 2 semester or 3 quarter units of work on the provisions and principles of the Constitution of the United States or successfully passing the appropriate U.S. Constitution examination.
4. Satisfactory completion of an approved program of professional preparation, including Clinical Practice.
5. Demonstration of subject matter competence in the initial credential area, achieved through completion of the subject matter preparation program with no grade lower than a C with an overall GPA of 2.75 approved by the California Commission on Teacher Credentialing. The requirement may also be met by passing the appropriate sections of the CSET.
6. Multiple Subject and Education Specialist Credential candidates must pass the Reading Instruction Competence Assessment (RICA) before being recommended for a Preliminary Credential.
7. Satisfactory completion of a course requirement in health issues in schools. (KIN 441 )
8. Possess a current CPR card including CPR for adults, children, and infants.
9. Satisfactory completion of training in the needs and methods of providing educational opportunities to individuals with exceptional needs. EDS 403  meets this requirement.
10. Evidence of computer competence. This requirement is met through GED 400/400L .
11. Completion of state mandated TPA (Teaching Performance Assessment).

Candidates may be recommended for a preliminary Multiple or Single Subject credential upon completion of requirements 1-11. Education Specialist candidates must complete #1-10 and the Preliminary credential requirements.

Admission through Program Completion Procedures for Basic Credential Programs

Applications are required at various points in the program as candidates transition through each phase of the program. The applications are required to ensure that all standards of performance are met at the various stages of the program. The process for obtaining a teaching credential includes the following steps:

1. Application and admission to Cal Poly Pomona (CSU application)
2. Application and admission to the specific educator preparation program
3. Application and admission to Clinical Practice (Clinical Practice application) for Multiple Subject, Single Subject, and Education Specialist candidates.
4. Application for the credential.

STEP 1: APPLICATION AND ADMISSION TO CAL POLY POMONA

Admission to an educator preparation program is a two-step process.  Admission to the university is required before candidates will be considered for admission to the desired program. Admission to the university does not guarantee admission to the program. A current undergraduate Cal Poly student must reapply to the University as a graduate post-baccalaureate student to be admitted to a credential program. Undergraduate and post-baccalaureate students may take prerequisite courses prior to admission to the program. Undergraduate students must apply for program admission prior to enrolling in core classes.  Undergraduate students who are not admitted to the Multiple Subject, Single Subject, or Education Specialist Credential Programs are not permitted to register in credential program core courses.

STEP 2: REQUIREMENTS FOR ADMISSION TO THE BASIC CREDENTIAL PROGRAMS

The program admissions process is a holistic process that includes required data, application forms, tests, writing samples, and at least one interview. A selection committee takes into account all candidate data.  The committee is composed of department representatives who make recommendations regarding application to the program.  Complete admissions information, forms and packet are available online at www.cpp.edu/cso.  Criteria for program admission is subject to change by the California Commission on Teacher Credentialing. The most current information is available at the CSO website provided above.

Credential program admissions requirements include:

1. Completion of University and Department of Education Application.

2. An overall GPA of 2.67 (or 2.75 based on the last 90 quarter units); if GPA falls below the minimum required, see Credential Services Office for  Exceptional Admit options.

3. Admission to the University

4. Verification of Attendance at or completion of a program orientation session

5. Completion of prerequisite coursework (or enrolled in the last of the prerequisites)

6. Certificate of Clearance Verification

7. CBEST Exam - Passing basic skills requirement

8. TB Clearance

9. Subject Matter Competency Verification

a. CSET passing scores for all exam sections is required for all Multiple Subject candidates

b. CSET passing scores for all sections is required for all Single Subject or Education Specialist candidates who do not choose an approved Subject Matter Preparation Program

c. Verification of an approved Subject Matter Preparation Program is required for Single Subject and Education Specialist candidates choosing this option

10. Statement of Purpose (typed, dated and signed)

11. Statement of Exceptional Admission (if applicable; typed, dated and signed)

12. Academic Recommendation Form

13. Experience with Youth Recommendation Form

14. Verification of program interview

15. Student Program Plan: http://www.cpp.edu/~cso/program_plans.shtml

16. Bilingual Authorization Candidates seeking concurrent enrollment- Completion of Application Packet

17. $25.00 Personal Check or Money Order (Payable to Cal Poly Pomona)

STEP 3: ADMISSION TO CLINICAL PRACTICE

1. Application for Clinical Practice: Submit to the Credential Services Office by the deadline. Application deadlines are posted in the Credential Services Office and on the CSO website.  Candidates seeking supervision on an Intern Credential must make an appointment with the Intern Program Coordinator and attend the Intern Orientation.
2. Completion of all prerequisite and core courses prior to beginning Clinical Practice. If the applicant is concurrently pursuing the Bilingual Authorization, all Bilingual Authorization emphasis courses must also be completed prior to the beginning of Clinical Practice. Candidates for the Bilingual Authorization must meet the Spanish or Asian language competency requirement prior to Clinical Practice enrollment.
3. Verification of an overall GPA of 3.0 or higher in all professional education courses and 2.75 minimum GPA in all subject matter courses. A grade lower than a “C” will require that the candidate repeat the course and earn at least a B grade. In Clinical Practice, only grades of credit/no credit are assigned.
4. Verification of the completion of all conditions and/or prerequisites identified at the time of program admission.
5. Current T.B. test with negative results (no less than four years old) or chest x-ray.
6. Character and Identification clearance (Certificate of Clearance) registered on CTC website.
7. For Multiple and Single Subject Credential candidates only, passage of the TPA Task 1 and Task 2.

STEP 4: APPLICATION FOR THE CREDENTIAL

In the final stage of Clinical Practice candidates receive an email from the Credential Services Office with instructions on how to apply for the credential. When the application is submitted, the program Credential Analyst to complete an evaluation of the candidate’s coursework and verification that all other requirements have been met. The Credential Recommendation form and instructions can be found at http://www.cpp.edu/~ceis/forms-cs.shtml#credential.

Advanced Credential and Added Authorization Programs

Advanced credentials and added authorizations require a basic or initial credential to supplement the basic knowledge, skills, and dispositions of a teacher.  No added authorizations or advanced programs stand alone as a teaching credential.

Master’s Programs

The university offers a Master of Arts in Education degree. Within that degree are multiple options to meet the needs of educators who seek to (1) develop into highly competent teacher leaders in an area of specialization, (2) become a school administrator with a focus on improving student learning, (3) prepare to teach, research, and consult with business and industry, and/or (4) become an educational technology expert with competence in designing technology-based experiences for learners in a variety of educational settings.

Admission to the Program

Applicants must hold a bachelor’s degree from an accredited institution and have a valid teaching credential or have been admitted to a credential program at this university. A teaching credential is not required for candidates applying to the Educational Multimedia Subplan/Option. Candidates entering the master’s program may be admitted with a conditional status with the consent of the Graduate Coordinator.

International Students - Graduates of foreign universities are exempt from credential requirements as a prerequisite for pursuit of a graduate degree, however, they must show equivalent preparation and experiences. International students are required to take the TOEFL examination as a condition of admission.

Conditional Admission - Applicants who do not meet the minimum grade point average of 3.0 overall in undergraduate work or 3.0 in prior graduate work, but who show compensating strengths, may be admitted conditionally by petition. Candidates with conditional status are provided a written statement of admission conditions, including the time within which the conditions are to be met. If the conditions are not satisfied within the specified time, the candidate will be denied further enrollment in the program.

Undergraduate Students - Candidates completing a baccalaureate degree from this university and planning to continue in graduate study must apply for admission to the Master of Arts in Education program during the final quarter of the senior year to be considered for programs that do not require a teaching credential. Consult the Office of Admissions for application process.

Credential Students - Students in a credential program who have already been admitted to the university as a post-baccalaureate student, may file a petition to Change/Add Graduate Degree Objective to request admission into a master’s degree program in lieu of reapplying to the university. Candidates seeking admission to a graduate degree program by petition are subject to the same requirements as applicants applying directly for graduate admission.

Note(s): All M.A. candidates must complete a preliminary contract for a formal degree program in consultation with the Graduate Coordinator or Graduate Degree Program Advisor within the first three months of admission.

General Program Requirements

1. A minimum of 45-quarter units of acceptable graduate level work must be completed in the program; at least 24-quarter units must be at the 500 to 600 level (graduate). A petition must be filed in advance to apply program credit for any 400-level courses. Petitions must have the approval of the Graduate Coordinator, program advisor, and the Dean. Credential program courses and clinical practice units may not be applied to the master’s degree. Thirty- two (32) quarter units of coursework must be taken in residency.
2. No more than 13 units of acceptable graduate credit may be transferred from another graduate institution. No more than 13 units taken through the College of the Extended University (CEU) may be used as part of the MA degree program. Students completing an undergraduate degree may apply no more than 13 units as graduate credit. A total limit of 13 transfer, Extended University, and/or units petitioned for graduate credit may be included on a master’s contract. No coursework older than 7 years may be applied to the MA degree.
3. A grade point average of 3.0 (B) or better must be maintained in all upper-division undergraduate and graduate courses to satisfy the requirements for the Master of Arts in Education degree.
4. Completion of all requirements for a teaching credential, or equivalent, is required prior to the granting of the degree of Master of Arts in Education. Certain exceptions can be made at the discretion of the department.
5. Advancement to Candidacy must be applied for and granted prior to embarking on the culminating experience (thesis, project or comprehensive examination). The comprehensive examination option is only available to candidates enrolled in the special education subplan/option.
6. The Graduation Writing Test (GWT) requirement must be satisfied by the second quarter following program admission.  This is a CSU requirement and applies to all students seeking an undergraduate or graduate degree in the CSU. The requirement does not apply to those students seeking only a credential.
7. A thesis, project, or comprehensive examination must be satisfactorily completed as a culminating requirement. The comprehensive examination is available only to students in the Special Education Subplan/Option.
8. Candidates must abide by University policies regarding continuous enrollment and leave of absences.

Curriculum

The Master of Arts in Education is purposefully designed to be a flexible program requiring a minimum of 45 units, organized into the four elements:

1. Core Specialization Courses (15-20 units) - These course are selected by the candidate and advisor or coordinator to meet the candidate’s academic needs, based upon previous preparation and the requirements of employment. Courses selected are structured around the MA program subplan/options described below.

2. Complementary Electives (up to 18 units) - These courses may come from approved upper- division and graduate from offerings in education or other appropriate disciplines to complement the rest of the student’s curriculum in consultation with the graduate coordinator and program advisor.

3. Research Methods (up to 16 units) - A series of research courses designed to prepare candidates for conducting research, developing projects, and applying research to the improvement of teaching and learning. Research methods courses are selected by candidates and advisors to best prepare candidates to successfully complete a culminating experience. Course options include:

• GED 532 Educational Assessment (4)  
• GED 690 Introduction to Educational Research (4)  
• GED 691 Directed Study (1-9)  
• GED 693 Conducting Educational Research (4)  

4. Culminating Experience (up to 6) - All master’s candidates must successfully complete a culminating experience to demonstrate competency in the chosen specialization at the expert level.

• GED 695 Master’s Degree Project (6)  or
• GED 696 Master’s Degree Thesis (6)  or
• GED 697 Comprehensive Examination (3)  (available for Special Education Subplan/Option only)

Each candidate works with an advisor to develop a curriculum contract that meets the candidate’s professional goals guided by one of the subplans/options. This contract constitutes the candidate’s curriculum to complete the degree. All contracts must be approved by the candidate’s graduate program advisor, the graduate program coordinator, the department chair, the dean, and the university graduate studies analyst. Any changes to the contract require the same set of approvals as the original contract.

Program Subplans/Options within the Master’s Degree

All candidates must complete elements 3 and 4 described above.  The subplans/options provide the framework for the areas for the core specialization and complementary electives that define the candidate’s curriculum contract.

Doctoral Program - Ed.D. in Educational Leadership

www.cpp.edu/doctoralstudies

The Ed.D. Program in Educational Leadership is a unique program designed for P-12 educational leaders focused on transforming schools, turning around under-performing schools, and enhancing schools that are already succeeding. The program is designed for working professionals to be completed in three calendar years of full-time study (two courses per quarter). Organized in cohorts, doctoral candidates progress through the program in a highly supported learning community.

The doctoral program in Educational Leadership has been approved by the Western Association of Schools & Colleges (WASC), the California Post-Secondary Education Commission (CPEC), and the California State University Chancellor’s Office. The program is authorized by California Senate Bill 724 and has been developed in compliance with CSU Executive Order 991.

The key goal of the program is to develop visionary leaders who:

1. Turn around low performing schools and enhance schools that are already succeeding.
2. Implement systemic educational reforms for the improvement of teaching and learning.
3. Are grounded in knowledge of adult learning, organizational culture and organizational behavior.
4. Plan and provide resources to effectuate systemic educational reforms related to adults in organizations.
5. Engage, build and strengthen community and school partnerships that promote student success.

Admissions Process

The admissions process is conducted annually in a concerted effort to select members of the cohort who come from a variety of diverse backgrounds with leadership potential and a strong commitment to educational reform. Consult the program website for specific information on the admissions process.  Admission to the program requires (1) admission to the university, and (2) admission to the program. These are two separate processes.

The program application process includes the following steps and documentation:

1. Transcripts - Official transcripts must be provided validating an earned a baccalaureate degree and a master’s degree from an accredited institution of higher education with a cumulative GPA of 3.0 or higher in upper division (junior/senior year) and graduate study.
2. Graduate Record Exam (GRE) - Scores may not be older than five years from the program start date. 


3. Reference Letters - Three confidential letters of recommendation from professionals in the field attesting to the candidate’s leadership ability and scholarship potential. 

4. Writing - Responses to several writing prompts available on the application form
5. Current vita
6. Interview - Once the completed application packet has been received and the above elements have been assessed, the most highly qualified candidates will be contacted to schedule a interview with the program admissions committee.

Curriculum

The program is specifically organized to build on prior learning experiences.  Courses are arranged in a sequence so that the content builds on prior work and helps candidates to prepare for the culminating experience, the dissertation.

Programs

• Early Childhood Studies, B.A.: 180 units

• Adapted Physical Education Added Authorization
• Administrative Services Credential
• Administrative Services Credential - Experimental Program Standards
• Agriculture Specialist Credential
• Autism Spectrum Disorders (ASD) Added Authorization (phased out Fall 2014)
• Bilingual Authorization
• Education Specialist Credentials, Preliminary Mild/Moderate Disabilities and Moderate/Severe Disabilities
• Intern Credential Programs
• Multiple Subject Credential
• Reading Certificate Added Authorization
• Single Subject Credential

• Education, M.A. - Curriculum and Instruction Subplan/Option
• Education, M.A. - Curriculum and Instruction Subplan/Option, Design-Based Learning Emphasis
• Education, M.A. - Curriculum and Instruction Subplan/Option, Heritage Languages Emphasis
• Education, M.A. - Educational Leadership Subplan/Option
• Education, M.A. - Educational Multimedia Subplan/Option
• Education, M.A. - Special Education Subplan/Option

• Educational Leadership, Ed.D.

Courses

• ECS 230 - Teaching in a Diverse Society (4.5)
• ECS 235 - Introduction to Curriculum (4.5)
• ECS 240 - Administration of Early Childhood Programs I (4.5)
• ECS 250 - Administration of Early Childhood Programs II (4.5)
• ECS 260 - Supervising Adults in Early Childhood Settings (3)
• ECS 299/299A/299L - Special Topics for Lower Division Students (1-4/1-4/1-4)
• ECS 300 - Inquiry and Methodology (4)
• ECS 310 - Applied Infant/Toddler Studies (4)
• ECS 320 - Applied Preschool/Primary Studies (4)
• ECS 330 - Early Childhood Education Leadership and Social Justice (4)
• ECS 340 - Language and Literacy in Multilingual Families and Communities (4)
• ECS 350 - Contextual Approaches to Curriculum (4)
• ECS 360 - Emergent Literacy in First and Second Language Acquisition (4)
• ECS 365 - Early Childhood Leadership in the 21st Century (4)
• ECS 370 - Assessment II (4)
• ECS 375 - Curricular Approaches for Working with Infants and Toddlers (4)
• ECS 380 - Physical Growth and Health (4)
• ECS 385 - Relationship-Based Approaches in Home and Community Settings (4)
• ECS 390 - STEAM: Project Approach to Integrated Learning (4)
• ECS 400 - Special Study for Upper Division Students (1-2)
• ECS 401 - Dynamics of Early Childhood Play (4)
• ECS 410 - Clinical Practicum II (1)
• ECS 410A - Clinical Practicum II Activity (3)
• ECS 420 - Numeracy and Inquiry in Multilingual Contexts (4)
• ECS 430 - Working with Exceptional Children and their Families (4)
• ECS 460 - Programs and Policies for Infant, Toddlers, and Their Families (4)
• ECS 470 - Infant/Toddlers, Family and Program Perspectives in Intervention (4)
• ECS 499/499A/499L - Special Topics for Upper Division Students Activity (1-4/1-4/1-4)