Education

www.cpp.edu/~education/

Jann Pataray-Ching, Chair

Participating Faculty

Judith Anderson, Social Sciences
Laurie Riggs, Mathematics
Kimberly Miller, Agriculture
Nicki Wickler & Paul Beardsley, Sciences
Janine Riveire, Music
Dewey Hall, English
Andrea Metzker, Physical Education
Laura Chase, 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 Education Department prepares outstanding, caring and professional educators, administrators and practitioners who apply leadership and expertise to enable and inspire diverse learners to reach their full potential.

Mission Statement

The mission of the Education Department of the College of Education and Integrative Studies is to prepare highly qualified educators, school leaders, teacher scholars, and practitioners to serve the needs of diverse learners in a changing global society. We are committed to integrating collaboration, active learning, application and critical thinking in the practices of teaching, learning, research, and scholarship. We value innovation and social justice through the practices of equity, access, advocacy, and inclusion in the educational process.

Core Values

We value:

• Our responsibility as educators to lead
• Teacher-Scholar-Leader Model of Excellence
• Leadership by example
• Our diverse community of Teacher-Scholar-Leaders
• Reciprocal accountability
• Students as the focus of our work
• Continuing professional growth and development
• Partnerships and collaboration
• Diversity, global perspectives, and the development of human potential
• The opportunity to shape the future
• Innovative technologies as added tools for learning and accessibility
• Systematic assessment

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 http://www.cpp.edu/~ceis/education/credential-programs/orientations-and-deadlines.shtml.  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 http://www.cpp.edu/~ceis/education/credential-programs/orientations-and-deadlines.shtml.

Requirements for Teaching Credentials

The California State requirements for earning a Preliminary Multiple Subject, Preliminary Single Subject Credential, or Education Specialist Preliminary Level I Credential 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 http://www.cpp.edu/~ceis/education/credential-programs/orientations-and-deadlines.shtml.  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 an 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

• EDD 734 - Community Relations and Partnerships (4)
• EDD 735/735L - Leading and Learning with Technology (3/1)
• EDD 751 - Quantitative Research Methods for School Improvement (4)
• EDD 752 - Qualitative Research Methods for School Improvement (4)
• EDD 753 - Applied Quantitative Research for School Improvement (4)
• EDD 754 - Applied Qualitative Research for School Improvement (4)
• EDD 760 - Research Learning Community Seminar: Introduction to Doctoral Studies and Dissertation Research (2)
• EDD 761 - Research Learning Community Seminar: Preparation and Defense of a Dissertation Proposal (2)
• EDD 762 - Research Learning Community Seminar: Post-Proposal Dissertation Development (2)
• EDD 763 - Research Learning Community Seminar: Advanced Dissertation Development (1)
• EDD 764 - Research Learning Community Seminar: Preparation for Dissertation Completion and Defense (1)
• EDD 799/799A/799L - Special Topics for Doctoral Students (1-4/1-4/1-4)
• EDD 800 - Dissertation (6)
• EDD 899 - Dissertation Continuation (0)

• GED 400/400L - Foundations of Educational Computer Literacy (3/1)
• GED 504 - Diversity and Global Perspectives in Education (3)
• GED 506 - Child and Adolescent Development (3)
• GED 507/507L - Integrating Technology into Teaching and Learning (3/1)
• GED 509 - Education of Contemporary Youth (3)
• GED 510 - Foundations of Educational Multimedia Design (4)
• GED 512/512L - Educational Telecommunications (3/1)
• GED 513/513L - Web-Based Programming in Education (3/1)
• GED 518/518A - Teaching Writing: Process and Product (K-8) (3/1)
• GED 519/519A - Language and Literacy Research: Design and Application (3/1)
• GED 520 - Diagnosis, Assessment and Evaluation of Literacy (4)
• GED 522 - Instructional Strategies for Language and Literacy Field Sites (4)
• GED 523 - Language Acquisition and Emergent Literacy for the Young Child (4)
• GED 525 - The Psychology of Literacy (4)
• GED 527/527A - Literacy and Technology (3/1)
• GED 528 - Sociolinguistic and Multicultural Aspects of Language and Literacy Acquisition (4)
• GED 532 - Educational Assessment (4)
• GED 534/534A - Applied Linguistics in Literacy Acquisition (3/1)
• GED 535 - The Gifted Individual: Curriculum and Instruction (3)
• GED 536 - Seminar in Giftedness and Creativity (3)
• GED 537 - Curriculum Evaluation (3)
• GED 540 - Introduction to Design-Based Learning (4)
• GED 541 - Design-Based Learning as a Process (4)
• GED 542/542A - Expertise in the Design of Curriculum and Instruction (3/1)
• GED 543 - Implementation of Early Childhood, Elementary and Secondary Education Programs (3)
• GED 544 - Advanced Child and Adolescent Development (3)
• GED 546 - School, Community, and Home Relations (3)
• GED 547 - Making Curriculum Physical (4)
• GED 548 - The Classroom As a Micro World (4)
• GED 549 - Developing Curriculum Presentations with Technology (4)
• GED 550 - Seminar in Educational Issues (4)
• GED 560 - Bilingual/Cross-Cultural Instruction: Social Studies and Language Arts (3)
• GED 561 - Bilingual/Cross-Cultural Curriculum (3)
• GED 562 - Bilingual/Cross-Cultural Instruction: Mathematics and Science (3)
• GED 563 - Topics in Bilingual/Cross-Cultural Education (3)
• GED 564 - Survey of Patterns of Language for Bilingual Teaching (3)
• GED 565 - Advanced ESL Instruction (3)
• GED 567/567L - Leadership and Public Policy in Language and Literacy: Public Policy and Facilitations (2/2)
• GED 568/568A - Specially Designed Instruction for the Content Areas (3/1)
• GED 569/569A - Integrating Literature and the Language Arts (3/1)
• GED 571/571L - Graphic Design for Educational Multimedia (3/1)
• GED 572/572L - Instructional Design for Educational Multimedia (3/1)
• GED 575/575L - Video Production and Digital Video Editing (3/1)
• GED 577/577L - Advanced Educational Multimedia Production (3/1)
• GED 578/578L - Alternative Learning Environments (3/1)
• GED 580/580L - Advanced Educational Computer Programming (3/1)
• GED 592/592A - Application of Knowledge: Learning and Instruction (3/1)
• GED 593/593A - Leadership in Building Multicultural Communities of Learners (3/1)
• GED 594 - Analysis, Development of Literacy Programs (4)
• GED 595/595A - Leadership: The Accomplished Professional Educator (3/1)
• GED 596 - Language, Literacy, and Human Development (4)
• GED 598 - The Professional Teacher Assessment (2-6)
• GED 599/599A/599L - Special Topics for Graduate Students (1-4/1-4/1-4)
• GED 650 - Seminar in Current Problems and Strategies in Education (4)
• GED 690 - Introduction to Educational Research (4)
• GED 691 - Directed Study (1-9)
• GED 692 - Independent Study (1-6)
• GED 693 - Conducting Educational Research (4)
• GED 695 - Master’s Degree Project (6)
• GED 696 - Master’s Degree Thesis (6)
• GED 697 - Comprehensive Examination (3)
• GED 699 - Master’s Degree Continuation (0)

CR/NC courses noted with a +

• TED 105 - Introduction to Early Childhood Education - Field Experience (4)
• TED 302/302A - Literacy and Schooling (1/1)
• TED 303/303A - Seminar in Literacy (1/1)
• TED 400 - Special Study for Upper Division Students (1-2)
• TED 405 - Introduction to Contemporary Teaching (4)
• TED 406 - Educational Psychology (4)
• TED 407 - Education in a Diverse Society (4)
• TED 410 - Public Schooling and Literacy (Student Literacy Corps I) (4)
• TED 411 - Seminar in Community Tutoring (Student Literacy Corps II) (4)
• TED 412/412A - Developing and Implementing a Comprehensive Pre K - 3 Literacy Program (3/1)
• TED 422 - Science, History, Integrated Arts in Special Education (4)
• TED 425 - Theory and Practice in Mathematics Education (4)
• TED 427 - Clinical Practice I (8)
• TED 429 - Clinical Practice II (8)
• TED 431 - Theory and Practice in Science Education (4)
• TED 432 - Secondary Reading and Literacy (4)
• TED 434 - Secondary Curriculum and Methods (4)
• TED 435 - Clinical Practice I (8) +
• TED 436 - Seminar in Secondary Clinical Practice I (1)
• TED 437 - Secondary Clinical Practice II (8) +
• TED 438 - Seminar in Secondary Clinical Practice II (1)
• TED 439 - Secondary Intern Clinical Practice and Seminar (3-18) +
• TED 440 - Teaching Performance Assessment Block I (2)
• TED 441 - Teaching Performance Assessment Block II (2)
• TED 442 - Secondary Writing and Literacy (4)