The priority application deadline of January 31, 2018 is recommended to ensure thorough review, consideration, and notification of acceptance status no later than March 15th. Applications received through April are considered with rolling acceptance notifications as additional teaching positions become available.
There are two applications required for LMU/PLACE Corps:
1. The LMU PLACE Corps Application 2017-18 can be downloaded, completed, and returned via e-mail, fax, or mail service. Priority deadline: January 31, 2018.
2. The Graduate Division application needs to be completed online at graduate.lmu.edu/apply. Priority deadline: January 31, 2018.
And, three letters of recommendation are required, using this template:
3. LMU PLACE Corps Letter of Recommendation 2017. Priority deadline: January 31, 2018.
PREPARING FOR YOUR INTERVIEW:
Listed here is some information you may find helpful as you prepare for your interview:
- School of Education Mission & Goals
- School of Education Conceptual Framework (Page 1)
- PLACE Corps Pillar Descriptors
- About Catholic School Education (Excerpt from Archdiocese of Los Angeles, Department of Catholic Schools)
- Discernment: Making Inspired Choices (Excerpt from Jesuit Volunteer Corps; 2017 Loyola Press.)
PLACE Corps members serve as teachers primarily in under-resourced Catholic schools through a two-year cohort program, earning a master’s degree and California preliminary teaching credential, while living in faith-filled communities.
The priority application deadline of January 31, 2018 is recommended to ensure thorough review, consideration, and notification of acceptance status no later than March 15th. Applications received through April are considered with rolling acceptance notifications as additional teaching positions become available. The PLACE Corps program application packet is available for download and completion online at soe.lmu.edu/place. The additionally required Graduate Division application needs to be completed online at graduate.lmu.edu/apply.
Available Programs of Study:
PLACE Corps predominantly enrolls and accepts candidates into an elementary or secondary education teacher preparation program, in courses offered using a ‘hybrid’ format (60% face-to-face and 40% online).
- Master of Arts in Elementary Education + California Multiple Subjects Preliminary Teaching Credential
- Master of Arts in Secondary Education + California Single Subject Preliminary Teaching Credential
PLACE Corps also enrolls and accepts candidates who already hold a teaching credential/certificate into one of two master’s degree only programs. (Note: these candidates may attend classes on separate days/times than those enrolled in one of the master’s degree/teaching credential combined program listed above.)
- Master of Arts in Educational Studies (for those candidates who already hold a teaching credential*)
- Master of Arts in Reading Instruction (for those candidates who already hold a teaching credential*)
*Non-California Teaching Credential/Certificate holders are required to apply to the California Commission on Teacher Credentialing for out-of-state reciprocity review and potential additional requirements.
Subject Matter of the California Preliminary Teaching Credential Program:
The California Preliminary Teaching Credential that a candidate wishes to pursue is dependent upon on the grade level and subject matter in which a candidate teaches. California requires structured observation and evaluation of each candidate throughout the program. Candidates are required to teach in the appropriate credential subject matter for the predominant portion of each day/week. Upon successful completion of the program and all state approved requirements, LMU recommends the candidate to the State of California to issue a preliminary teaching credential in the appropriate subject(s). The preliminary credential authorizes a candidate to teach in California for five years. Within that five year time period, preliminary credential holders are required to ‘clear’ their credential by completing an approved induction program.
Prerequisite Observation Hours:
All SOE teacher preparation programs require documentation of at least 20 hours of observation with youth in the age group you wish to teach (ages 5-12 for elementary and ages 13-19 for secondary). These ensure that candidates have experiences with and understand the age level in which they are planning a career around. These hours need to be documented on letterhead and submitted within the admission process.
California Basic Skills, Subject Matter, and Reading Instruction Competence Testing:
Candidates enrolling in a California credential program need to meet basic skills and subject matter competence as a prerequisite to the program and reading competence upon completion of the program. Current California law requires successful passage of examinations to satisfy these competencies. www.ctcexams.nesinc.com Candidates are strongly encouraged to complete these exams asap and no later than their first semester.
Prerequisite Program Examinations:
- Basic Skills (California Basic Educational Skills Test): The CBEST exam is designed to test basic reading, mathematics, and writing skills found to be important for the job of an educator; the test is not designed to measure the ability to teach those skills. (There are alternate exams and scores that waive the CBEST. For more information, please consult with the PLACE Corps Academic Advisor.)
- Subject Matter Competence in the Subject the Candidate is Teaching (California Subject Examinations for Teachers):
- Elementary Education: The CSET: Multiple Subjects exam is required for candidates that teach several subjects within the same self-contained single teacher classroom either in elementary, or occasionally middle school.
- Secondary Education: The CSET: Single Subject exam(s) are required for candidates that teach a specialized subject in middle or high schools.
Post Program Examination:
- Reading Instruction Competence Assessment: The RICA is required of all candidates at the completion of all program coursework.
Employment as a Teacher within the (Arch)Dioceses:
PLACE Corps works closely with partnering (arch)diocesan school principals to obtain teaching placements that most closely align with the candidates’ teaching career goals. Once placement of a candidate is made, there is a final meeting of the candidate by the principal/school site visit. After meeting, the teaching placement is finalized and the candidate is formally offered employment by the school with full salary and option for benefits.
Faith-Filled Intentional Community Living:
Once the school-site teaching placement of a candidate is finalized, candidates are assigned to a living community that considers a variety of factors, including least amount of reasonable daily commute, availability of spaces within a community, and candidate fit/strengths they bring to the community. As new community members settle into community, returning members serve as mentors and support incoming members both in spirituality and in teaching. Community members commit to intentionally eating, praying, supporting, sharing, and maintaining the community together. At least two program alumni additionally serve each community in ongoing support roles.
PLACE Corps is blessed by the support of many individuals and foundations in Southern California whose contributions serve significantly to offset tuition, housing, and program costs. PLACE Corps works diligently to ensure that candidate tuition, housing, and program fees total less than approximately half of their net salary. This allows candidates the opportunity to use half of their annual salaries in order to complete the two-year program debt free. Candidates are responsibile for providing their own car and car insurance, cell phone, computer, textbooks, associated various graduate student enrollment fees, accident insurance, examination fees, food, daily living necessities, and travel expenses. (Community rent and utility expenses, including wi-fi, are fully provided through the program.)
LMU and the SOE are accredited by the California Commission on Teacher Credentialing (CTC), the National Council for the Accreditation of Teacher Education (NCATE), and the Western Association of Schools and Colleges (WASC).