Counseling

  • Respond positively to issues of diversity
  • Educate to help insure the success and knowledge of all pupils
  • Advocate for all pupils to have access to counseling services
  • Lead and work collaboratively to help transform programs, practices, and institutions

School Counseling

  • Respond positively to issues of diversity
  • Educate to help insure the success and knowledge of all pupils
  • Advocate for all pupils to have access to counseling services
  • Lead and work collaboratively to help transform programs, practices, and institutions

Guidance and Counseling

  • Respond positively to issues of diversity
  • Educate to help insure the success and knowledge of all pupils
  • Advocate for all pupils to have access to counseling services
  • Lead and work collaboratively to help transform programs, practices, and institutions

School Psychology

  • Program graduates are school psychologists who practice with a scientist-practitioner mindset in all areas of service to students, teachers, and families.
  • Program graduates are versatile school psychologists able to provide a comprehensive range of services to schools.
  • Program graduates are school psychologists who practice with culturally relevant and responsive practice to help close the achievement gap among various diverse student groups.
  • Program graduates are school psychologists who are lifelong learners and are always mindful of service to others.

Special Education

  • The candidate engages collaboratively in all environments, demonstrates intellectual and academic curiosity, and is a reflective practitioner embracing life-long learning.
  • The candidate exhibits knowledge of ethical standards and demonstrates professional practices related to the provision of services to individuals with special needs and their families.
  • The candidate demonstrates the ability to establish and maintain a safe educational environment through the use of positive behavior support plans and the implementation of appropriate behavioral interventions based on functional analysis assessments.
  • The candidate demonstrates knowledge of non-biased evidence based principles of assessment through the administration of formal/informal assessments to evaluate the needs and achievements of general and special education students.
  • The candidate demonstrates the ability to use formal/informal assessment data to make appropriate academic/behavioral/instructional decisions and for the purpose of making ongoing program improvement.
  • Candidates will align appropriate content with CA content standards and Common Core State Standards (CCSS) into lesson design and delivery that clearly delineates evidence-based differentiated instructional practices for students with special needs in inclusive settings.
  • The candidate demonstrates the ability to plan and execute engaging and developmentally appropriate culturally and linguistically sensitive instruction that employs higher order thinking skills and a variety of evidence based teaching methods and instructional strategies.

School Administration

  • Candidate will acquire the skills, knowledge, and dispositions to serve as an Educational Leader in California. Candidates will participate in residency/fieldwork experiences designed to facilitate the application of theoretical concepts in practical setting. There will be a strong emphasis on cultural and linguistic diversity, special education, the successful development of English Language Learners, and the parent-school relationship.

Catholic School Administration

  • Candidate will acquire the skills, knowledge, and dispositions to serve as an Educational Leader in California. Candidates will participate in residency/fieldwork experiences designed to facilitate the application of theoretical concepts in practical setting. There will be a strong emphasis on cultural and linguistic diversity, special education, the successful development of English Language Learners, and the parent-school relationship.

Educational Leadership for Social Justice

  • Identify and analyze the economic, political, legal, and sociocultural context of education;
  • Engage in inquiry and research to promote inclusive excellence in schools and/or society;
  • Articulate the ways in which theory and research influence the development of personal leadership praxis; and
  • Advocate for the transformation of educational and community settings into just and equitable learning environments.

Elementary Education

  • Candidate will employ pedagogical skills and strategies for subject matter-specific instruction
  • Candidate will monitor student learning throughout instruction/ instructional sequence at an acceptable level
  • Candidate will design and employ assessments, and analyze data to improve instruction and student learning to an acceptable level
  • Candidate will differentiate instruction in order to make content accessible for all learners at an acceptable level
  • Candidate will enlist students as active participants in instruction and learning at an acceptable level
  • Candidate will use strategies that are evidence-based and developmentally appropriate at an acceptable level
  • Candidate will support English Learners and Speakers of Non-Standard English in their English language development and subject matter acquisition at an acceptable level
  • Candidate will build individual and whole-class profiles to facilitate instructional planning and delivery at an acceptable level
  • Candidate will plan comprehensive and relevant subject-matter instruction based on state standards and effectively utilize all instructional time at an acceptable level
  • Candidate will create a positive climate for learning by establishing a physically, socially, and emotionally safe classroom environment for his/her students at an acceptable level
  • Candidate will fulfill professional, legal and ethical obligations to their students and the school community at an acceptable level
  • Candidate will demonstrate continuous professional growth by employing reflective practices and seeking opportunities to increase skills and knowledge at an acceptable level
  • Candidate will support Students with Special Needs across the curriculum at an acceptable level

Secondary Education

  • Candidate will employ pedagogical skills and strategies for subject matter-specific instruction
  • Candidate will monitor student learning throughout instruction/ instructional sequence at an acceptable level
  • Candidate will design and employ assessments, and analyze data to improve instruction and student learning to an acceptable level
  • Candidate will differentiate instruction in order to make content accessible for all learners at an acceptable level
  • Candidate will enlist students as active participants in instruction and learning at an acceptable level
  • Candidate will use strategies that are evidence-based and developmentally appropriate at an acceptable level
  • Candidate will support English Learners and Speakers of Non-Standard English in their English language development and subject matter acquisition at an acceptable level
  • Candidate will build individual and whole-class profiles to facilitate instructional planning and delivery at an acceptable level
  • Candidate will plan comprehensive and relevant subject-matter instruction based on state standards and effectively utilize all instructional time at an acceptable level
  • Candidate will create a positive climate for learning by establishing a physically, socially, and emotionally safe classroom environment for his/her students at an acceptable level
  • Candidate will fulfill professional, legal and ethical obligations to their students and the school community at an acceptable level
  • Candidate will demonstrate continuous professional growth by employing reflective practices and seeking opportunities to increase skills and knowledge at an acceptable level
  • Candidate will support Students with Special Needs across the curriculum at an acceptable level

Bilingual Elementary Education

  • Bilingual Education candidates will analyze the philosophical and theoretical foundations of bilingual education.
  • Bilingual Education candidates will demonstrate understanding of the legal and legislative foundations of bilingual education and its effects on public and private education.
  • Bilingual Education candidates will write standards-based lesson plans for their language of concentration (Spanish or Mandarin) across content areas.
  • Bilingual Education candidates will teach standards-based lessons in their language of concentration (Spanish or Mandarin) in an elementary bilingual setting or secondary setting and will reflect on the effectiveness of the lesson.
  • Bilingual Education candidates will assess student learning in the language of concentration (Spanish or Mandarin) and make instructional decisions based on data that is collected.
  • Bilingual Education candidates will understand and analyze research in bilingual education and biliteracy development.
  • Bilingual Education candidates will conduct a research project related to bilingual education or biliteracy development.
  • Bilingual Education candidates will demonstrate knowledge of the traditions, status and communications patterns of the culture of emphasis as experienced in the country or countries of origin and the United States.
  • Bilingual Education candidates will demonstrate understanding of issues related to identity particularly but not limited to the educational setting.

Bilingual Secondary Education

  • Bilingual Education candidates will analyze the philosophical and theoretical foundations of bilingual education.
  • Bilingual Education candidates will demonstrate understanding of the legal and legislative foundations of bilingual education and its effects on public and private education.
  • Bilingual Education candidates will write standards-based lesson plans for their language of concentration (Spanish or Mandarin) across content areas.
  • Bilingual Education candidates will teach standards-based lessons in their language of concentration (Spanish or Mandarin) in an elementary bilingual setting or secondary setting and will reflect on the effectiveness of the lesson.
  • Bilingual Education candidates will assess student learning in the language of concentration (Spanish or Mandarin) and make instructional decisions based on data that is collected.
  • Bilingual Education candidates will understand and analyze research in bilingual education and biliteracy development.
  • Bilingual Education candidates will conduct a research project related to bilingual education or biliteracy development.
  • Bilingual Education candidates will demonstrate knowledge of the traditions, status and communications patterns of the culture of emphasis as experienced in the country or countries of origin and the United States.
  • Bilingual Education candidates will demonstrate understanding of issues related to identity particularly but not limited to the educational setting.

Urban Education

  • Candidate will employ pedagogical skills and strategies for subject matter-specific instruction
  • Candidate will monitor student learning throughout instruction/ instructional sequence at an acceptable level
  • Candidate will design and employ assessments, and analyze data to improve instruction and student learning to an acceptable level
  • Candidate will differentiate instruction in order to make content accessible for all learners at an acceptable level
  • Candidate will enlist students as active participants in instruction and learning at an acceptable level
  • Candidate will use strategies that are evidence-based and developmentally appropriate at an acceptable level
  • Candidate will support English Learners and Speakers of Non-Standard English in their English language development and subject matter acquisition at an acceptable level
  • Candidate will build individual and whole-class profiles to facilitate instructional planning and delivery at an acceptable level
  • Candidate will plan comprehensive and relevant subject-matter instruction based on state standards and effectively utilize all instructional time at an acceptable level
  • Candidate will create a positive climate for learning by establishing a physically, socially, and emotionally safe classroom environment for his/her students at an acceptable level
  • Candidate will fulfill professional, legal and ethical obligations to their students and the school community at an acceptable level
  • Candidate will demonstrate continuous professional growth by employing reflective practices and seeking opportunities to increase skills and knowledge at an acceptable level
  • Candidate will support Students with Special Needs across the curriculum at an acceptable level
  • Candidates exemplify social justice by advocating for educational equity for under-represented and –resourced urban school communities using data driven research.
  • Candidates utilize both qualitative and quantitative methodologies to understand problems that are present in their schools.

Literacy and Language Arts

  • Candidates will purposefully select literacy learning strategies appropriate for diverse student populations.
  • Candidates will differentiate instruction in order to meet the literacy needs of students at all levels of learning.
  • Candidates will use strategies that are currently evidence-based and developmentally appropriate at an acceptable level.

Reading Instruction

  • Candidates will apply their knowledge of assessment by using a variety of formative and summative assessments with all levels of students.
  • Candidates will differentiate instruction in order to meet the literacy needs of students at all levels of learning.
  • Candidates will use strategies that are based on sound educationally theory to make content accessible for all students at an acceptable level.
  • Candidates will use strategies that are currently evidence-based and developmentally appropriate at an acceptable level.
  • Candidates will take steps to serve as a leader to develop and maintain reading initiatives at the school site or district level.
  • Candidates will create positive literacy environments to motivate and engage all learners using current technologies.
  • Candidates will collaborate with teachers, school leaders, families and community to enrich or reform practices.

Educational Studies

  • Candidates will develop an understanding of the interdisciplinary nature of education.
  • Candidates will develop and improve the critical thinking skills needed to apply the knowledge and skills learned throughout the program.
  • Candidates will acquire and develop the knowledge, skills and perspectives to examine and act upon the ethical and social justice dimensions of schooling.
  • Candidates will utilize educational research skills to investigate educational issues and challenges.

Literacy Education

  • Candidates will demonstrate mastery of the basic principles of assessment in order to appropriately evaluate the needs of all students.
  • Candidates will purposefully select literacy learning strategies appropriate for diverse student populations.
  • Candidates will use strategies that are based on sound educational theory to make content accessible for all students at an acceptable level.
  • Candidates will use strategies that are currently evidence-based and developmentally appropriate at an acceptable level.
  • Candidates will demonstrate support of excellence in teaching reading.
  • Candidates will create positive literacy environments to motivate and engage all learners using current technologies.

Early Childhood Education

  • Candidates will demonstrate mastery of early childhood education terminology as evidenced through exams, written assignments, and oral presentations
  • Candidates will apply advanced knowledge of developmental theories and milestones within educational settings
  • Candidates will analyze, design, and conduct research, observations, and assessments
  • Candidates will demonstrate leadership and advocacy in regards to the relevant issues that families and children face
  • Candidates will demonstrate sensitivity to cultural, ethical, and economic issues that impact developmental and educational progress

Higher Education Administration

  • Students will be able to articulate the history and role of higher education in American society.
  • Students will be able to describe organizational and governance structures in American higher education.
  • Students will embed the principles of the Jesuit philosophy of higher education and the Catholic Intellectual Tradition in their coursework and practice.
  • Students will employ critical reflection skills when making decisions, analyzing data, and creating programs and policies.
  • Students will articulate informed viewpoints on current issues facing higher education.
  • Students will acquire the ability to adapt to the changing dynamics of the field.
  • Students will demonstrate basic administrative competencies such as planning, budgeting, assessment, and supervision.
  • Students will understand higher education legal and ethical issues and apply them to their practice.
  • Students will understand, evaluate, and adapt developmental, organizational, and leadership theories to their practice.
  • Students will work to support the success of all college and university students.
  • Students will value and articulate the experiences of students, faculty, and staff from underrepresented groups.