Master of Arts in Education
Program Description
The Master of Arts degree in Education is an advanced academic degree that builds upon an appropriate undergraduate foundation. A total of 36 semester units are required for the degree. The curriculum for each of the concentrations in this degree links theory to practice for teachers, counselors, principals, and other educators.
Program Learning Outcomes
Candidates who complete the Master of Arts in Education program will be able to:
Equip
- Promote the success of all students by understanding, responding to and influencing the larger political, social, economic, legal, and cultural context.
Transform
- Promote the success of all students by modeling a personal code of ethics and developing professional leadership capacity.
Empower
- Promote the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
Program Eligibility for the Master of Arts in Education
- Proof of taking the California Basic Educational Skills Test (CBEST) or equivalent accredited by the California Commission on Teacher Credentialing (CCTC). A minimum score is not required and applicants who do not pass the CBEST can be admitted and will be provided support to pass the CBEST as soon as possible;
- A cumulative undergraduate grade point average of 3.000 is required to be admitted in the M.A. in Education program. Candidates with a cumulative grade point average less than 3.000 may apply for "Admission under Exception" which is reviewed by the program director and dean;
- A writing sample that indicates graduate-level ability; and
- An interview with the appropriate program director or Admissions chair at a regional center
Applicants who do not meet the above standards but can demonstrate that they have an exceptionally rich experiential background and/or have demonstrated dramatic change in academic performance may petition the School of Education to review their status.
Graduation Requirements
- A completed Application for Degree Candidacy (online or in the Records Office, Point Loma campus);
- Satisfactory completion of the prescribed course of study with a cumulative grade-point average of 3.000 or higher;
- Completion of the approved graduate program consisting of a minimum of 36 units;
- A recommendation from the program coordinator and director of the Regional Center;
- All accounts paid in full; and
- All requirements for graduate degrees must be completed within an eight-year period from the time of initial enrollment in the program.
CONCENTRATIONS
The Master of Arts in Education offers three specializations: (1) Counseling and Guidance; (2) Educational Leadership; or (3) Teaching and Learning for classroom teachers.
Counseling and Guidance
The purpose of the concentration in counseling and guidance is to prepare school counselors for service to students in a changing world. Candidates have two options:
- Candidates desiring to serve as school counselors in California's public schools should complete the Pupil Personnel Services (PPS) credential that requires 48 semester units explained below, or
- Candidates can complete the Master of Arts degree only (36 units).
The admissions requirements for both of the above two options are identical and students can complete a change of degree/program form to move from one option to the other.
Program Learning Outcomes for the M.A. in Education Concentration in Counseling and Guidance
The program learning outcomes for the M.A. in Education concentration in Counseling and Guidance are built on and related to the School of Education outcomes that are symbolized in three themes: equip, transform, and empower. The Counseling and Guidance program then applies these major themes to this program.
Equip
- Maintain competencies in knowledge, skills of the school counseling profession, and practice attitudes that demonstrate the ability to ethically implement, maintain, and advocate for a results-based counseling program.
Transform
- Promote the comprehensive counseling program through modeling of servant leadership that focuses on positive outcomes for diverse school communities in the belief that all students can learn and succeed.
Empower
- Engage in on-going professional self-evaluation and personal self-reflection using the dispositions.
- Assess student needs routinely and use technology to conduct, analyze, and evaluate research data and communicate results to all school stakeholders.
Up to six units of post-baccalaureate coursework aligned with the course of study below may be transferred from other institutions toward this degree. Candidates requesting graduate transfer credit should request this with their advisor the first semester of enrollment.
MASTER'S DEGREE ONLY
| COURSE | TITLE | UNITS |
| GED 633 | Educational Law and Finance | 3 |
| GED 641 | School Communities in a Pluralistic Society | 3 |
| GED 662 | Counseling and Counseling Theory | 3 |
| GED 663 | Individual and Group Counseling and Ethical Standards | 3 |
| GED 664 | Counseling for Academic Achievement and Career Development | 3 |
| GED 667 | Comprehensive Counseling and Guidance Programs: Coordination and Collaboration | 3 |
| GED 670 | Advanced Educational Psychology | 3 |
| GED 672 | Philosophy of Education | 3 |
| GED 681 | Educational Measurement and Evaluation | 3 |
| Fieldwork/Elective (A minimum of 3 units fieldwork) | ||
| GED 687 | Research, Field Studies & Practicum in Counseling and Guidance | 3-9 |
| Electives (6 units) to be selected from: | ||
| GED 601 | Foundations of Leadership and Educational Issues | 3 |
| GED 665 | Safe Schools and Violence Prevention | 3 |
| GED 675 | Family Systems | 3 |
| GED 677 | Teaching Strategies for Special Populations | 3 |
| MASTER'S TOTAL | 36 |
MASTER'S AND PPS CREDENTIAL
| COURSE | TITLE | UNITS |
| GED 601 | Foundations of Leadership and Education Issues | 3 |
| GED 633 | Educational Law and Finance | 3 |
| GED 641 | School Communities in a Pluralistic Society | 3 |
| GED 662 | Counseling and Counseling Theory | 3 |
| GED 663 | Individual and Group Counseling and Ethical Standards | 3 |
| GED 664 | Counseling for Academic Achievement and Career Development | 3 |
| GED 665 | Safe Schools and Violence Prevention | 3 |
| GED 667 | Comprehensive Counseling and Guidance Programs: Coordination and Collaboration | 3 |
| GED 670 | Advanced Educational Psychology | 3 |
| GEN 672 | Philosophy in Education | 6 |
| GED 675 | Family Systems | 3 |
| GED 681 | Educational Measurement and Evaluation | 3 |
| GED 687 | Research, Field Studies & Practicum in Counseling and Guidance | 9 |
| AND Either | 3 | |
| GED 677 | Teaching Strategies for Special Populations | |
| OR | ||
| Demonstration of competency in the area of Special Education | 0-3 | |
| TOTAL | 45-48 |
Educational Leadership
The purpose of the program leading to a concentration in educational leadership is to prepare leaders to meet the challenges of school improvement and improve student achievement in a rapidly changing society. Candidates may be eligible for a Preliminary Administrative Services Credential upon successful completion of requirements.
Program Learning Outcomes for the M.A. in Education Concentration in Educational Leadership
The program learning outcomes for the M.A. in Education concentration in Educational Leadership are built on and related to the School of Education outcomes that are symbolized in three themes: equip, transform, and empower. The Educational Leadership program then applies these major themes to this program.
Equip
- Promote the success of all students by understanding, responding to and influencing the larger political, social, economic, legal, and cultural context.
Transform
- Promote the success of all students by modeling a personal code of ethics and developing professional leadership capacity.
Empower
- Promote the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
Up to six units of post-baccalaureate coursework aligned with the course of study below may be transferred from other institutions toward this degree. Candidates requesting graduate transfer credit should request this with their advisor the first semester of enrollment.
REQUIRED COURSES FOR THE CREDENTIAL & EDUCATION LEADERSHIP DEGREE
| COURSE | TITLE | UNITS |
| GED 603 & 603F | Visionary Leadership | 3+1 |
| GED 604 & 604F | Instructional Leadership for the Success of All Students | 3+1 |
| GED 606 & 606F | Organizational Leadership and Resource Management | 3+1 |
| GED 609 & 609F | Collaborative and Responsive Leadership | 3+1 |
| GED 610 & 610F | Leadership within the Political, Social, Economic and Legal Framework | 3+1 |
| GED 611 & 611F | Ethical, Moral and Servant Leadership | 3+1 |
| GED 672 | Philosophy in Education | 3 |
| GED 681 | Educational Measurement and Evaluation | 3 |
Electives: as part of fulfilling the requirements of the Educational Leadership program, electives may be chosen from the following areas of study which directly relate to the role of an educational leader:
| ||
| CREDENTIAL TOTAL | 24 | |
| MASTER'S TOTAL | 36 |
Teaching and Learning
The Master of Arts in Education with a concentration in Teaching and Learning strategically refines the ability of classroom teachers to deeply understand and apply "best practices" and the latest research on effective teaching to significantly improve student learning in the classrooms. This program substantially builds on the foundation of the Preliminary Multiple or Single Subject credential and Beginning Teacher Support and Assessment (BTSA) Induction program requirements.
Candidates serving in private schools or charter schools, who are not part of a Beginning Teacher Support and Assessment (BTSA) induction program, may earn a California Commission for Teacher Credentialing (CCTC) approved 2042 Fifth Year Professional Clear credential as part of the Master of Arts program.
The Master of Arts in Teaching and Learning is a 36 unit evidence-based program, focused on significant candidate transformation along the California Standards for the Teaching Profession's Learning to Teach continuum.
Candidates develop differentiated learning plans for their graduate coursework, building on the evidence of their prior knowledge, skills, and dispositions. Up to six units of post- baccalaureate coursework aligned with the course of study below may be transferred from other institutions toward this degree. Candidates requesting graduate transfer credit should request this with their advisor the first semester of enrollment. As part of fulfilling the program elective requirements, an in-depth option may be chosen in a variety of areas including:
- Reading Certification
- Cross-Cultural Language and Academic Development
- Educational Leadership
- Special Education
- Beginning Teacher Support and Assessment (BTSA)
- Counseling and Guidance
- Advanced candidates may pursue in-depth research in a content area with a content area expert
Program Learning Outcomes for the M.A. in Education Concentration in Teaching and Learning
The program learning outcomes for the M.A. in Education concentration in Teaching and Learning (M.A.T.L.) are built on and related to the School of Education outcomes that are symbolized in three themes: equip, transform, and empower. The M.A.T.L. program then applies these major themes to this program.
Equip
- Engage in life-long learning in an information-based, interactive society and explore the major classical and modern philosophies as they relate to contemporary educational theories and practices.
- Develop and internalize the essential knowledge, skills, and dispositions to conduct research that transform their teaching and significantly impact student learning in their classroom.
- Communicate a cohesive, personal educational philosophy, an educational mission, core values and vision of teaching and learning as a servant leader.
Transform
- Demonstrate evidence of an applied understanding of the five propositions of National Board for Professional Teaching Standards and a commitment to students and learning with respect to the cultural and family differences students bring to the classroom by distinguishing students' differences from one another, taking into account their differences in their practice.
- Reflect on learning throughout the program and develop a professional development and research plan to continually extend and refine a philosophical, technological, and research application and orientation to teaching and learning.
Empower
- Work within a professional educational learning community reflecting and contributing to instructional improvement within diverse school communities.
- Extend and refine the understanding of a current challenge/trend in education and develop a response plan aligned with a personal philosophy in addressing this challenge/trend.
| CORE COURSES The following 18 semester units are required of all M.A.T.L. Candidates: | ||
| COURSE | TITLE | UNITS |
| GED 616 | Curriculum Development, Innovation, and Evaluation | 3 |
| GED 628* | Using Technology to Support Student Learning | 2 |
| GED 643 GED 668 | Urban Education in American Society OR Bilingual Education and Specially Designed Academic Instruction | 3 (3) |
| GED 672 | Philosophy in Education | 3 |
| GED 681 | Educational Measurement and Evaluation | 3 |
| All students enrolled in the M.A.T.L. concentration are required to complete an Action Research Project through either of the options below: | ||
| GED 689 | Master's Project | 3 |
| AND | ||
| GED 689P | Action Research Project Support | 1 |
| OR | ||
| GED 692 | Standards, Assessment and Instruction: Comprehending and Composing Written Language (For students in the Reading Certification program) | (3) |
| AND | ||
| GED 698 | Special Studies in Education: Literacy Field Studies (For students in the Reading Certification program) | (1) |
| TOTAL M.A.T.L. CORE REQUIRED COURSES | 18 | |
| In-Depth options (below) | 3-6 | |
| Electives | 15 | |
| MASTER'S TOTAL | 36 | |
| Teachers enrolled in a BTSA or Clear Credential program can choose EITHER as electives: | ||
| GED 683* | BTSA Induction | 3-6 |
| GED 673** | Reflective Coaching Seminar | (3) |
| *Clear Credential requirements **Clear Credential option for non-BTSA participants | ||
| In-Depth Options for Teaching and Learning | ||
| Candidates choose one of the following in-depth options to complete the M.A.T.L. degree | ||
| Beginning Teacher Support and Assessment BTSA | ||
| GED 683* | BTSA Induction/Reflective Coaching | 3-6 |
| Clear Credential (for Current Preliminary Multiple Subject and Single Subject Teachers) (12 Units) | ||
| GED 641 | School Communities in a Pluralistic Society | 3 |
| GED 642 | Teaching Strategies for English Learners | 3 |
| GED 673 | Reflective Coaching Seminar | 3 |
| GED 677 | Teaching Strategies for Special Populations | 3 |
| Cross-Cultural Language and Academic Development (CLAD) (12 Units) | ||
| EDU 601 | Language Acquisition and Diverse Populations | 3 |
| GED 641 | School Communities in a Pluralistic Society (BTSA Standard 17) | 3 |
| GED 642 | Teaching Strategies for English Learners (BTSA Standard 19) | 3 |
| GED 668 | Bilingual Education and Specially Designed Academic Instruction | 3 |
| Counseling and Guidance (12 Units) | ||
| GED 662 | Foundations of Counseling and Counseling Therapy | 3 |
| GED 663 | Individual and Group Counseling and Ethical Standards | 3 |
| GED 664 | Counseling for Academic Achievement and Career Development | 3 |
| Options | Other Counseling and Guidance courses as approved by advisor | 3 |
| Educational Leadership (10 Units) | ||
| GED 603 | Visionary Leadership (plus one unit of related fieldwork) | 3+1 |
| GED 604 | Instructional Leadership for the Success of all Students (plus one unit of related fieldwork) | 3 |
| Options | Other Educational Leadership courses as approved by advisor | 3 |
| Reading Certification (10 Units Plus GED 628 Included in the CORE) | ||
Candidates desiring admission to the Reading Certificate program must meet the following two requirements from the California Commission on Teacher Credentialing:
| ||
| GED 692 | Standards, Assessment and Instruction: Comprehending and Composing Written Language | 3 |
| GED 693 | Research-Based Intervention: Models and Strategies | 3 |
| GED 694 | Standards, Assessment and Instruction: Word Analysis, Fluency, and Systematic Vocabulary Development | 3 |
| GED 698 | Special Studies in Education: Literacy Field Studies (Reading Certificate Level) | 1 |
| Special Education (9 Units) | ||
| EDU 650 | Assessment and Services for Students with Disabilities | 3 |
| EDU 651 | Curricular and Instructional Adaptations for Students with Mild/Moderate Disabilities | 3 |
| EDU 652 | Collaboration and Consultation for IEP Implementation, Evaluation, and Program Improvement | 3 |
| Candidates with their preliminary coursework from this university may apply up to 12 units of approved coursework to the Master of Arts in Education if that coursework has not been previously applied to another graduate degree. | ||
| COURSE | TITLE | UNITS |
| EDU 502 | Research-Based Learning Theory | 3 |
| OR | ||
| EDU 600 | Foundations of Education and Learning Theory | (3) |
| EDU 506 | Principles of Language Acquisition and Preparation to Teach English Learners | 3 |
| OR | ||
| EDU 601 | Language Acquisition and Diverse Populations | (3) |
| EDU 508 | Assessment and Research Practices | 3 |
| OR | ||
| EDU 603 | Classroom Assessment and Research Practices | 3 |
| AND Either | ||
| EDU 522 | Differentiated Writing and Related Language Arts Instruction for All Learners (Multiple Subject) | 3 |
| OR | ||
| EDU 610 | Methods of Teaching Reading and Writing (Multiple Subject) | (3) |
| OR | ||
| EDU 536 | Curriculum Development, Innovation, and Evaluation (Single Subject) | (3) |
| OR | ||
| One course in content specific pedagogy (EDU 622- 629) | (3) | |
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