Program Outcomes

Counseling

The LMU M.A. in Counseling (LPCC) (60 units) Program Outcomes are to enable all candidates to:

  • Apply evidence-based counseling skills and strategies to meet the diverse academic, social, emotional, and career needs of clients.
  • Counsel clients individually using appropriate theoretical approaches to address clients’ academic readiness, language proficiency, cultural background, and individual development.
  • Counsel clients in group settings using advanced group facilitation skills and appropriate theoretical approaches to address students' academic readiness, language proficiency, cultural background, and individual development.
  • Evaluate clients using suitable/pertinent assessment measures based on the purpose of the measuring instrument and identified counseling need.
  • Implement prevention and intervention strategies for diverse clients based on scientific research and program evaluations.
  • Consult effectively with all stakeholders involved in client’s well-being and safety in order to improve client functioning (e.g. clients, their families, and support systems; agency peers and colleagues; appropriate clinical staff).
  • Exemplify the main dimensions of personal growth and dispositions central to successful counseling, including self-awareness, self-care, and self-reflection.
  • Exhibit and defend the ethical codes related to the specific field of counseling within which one works (e.g. ACA Code of Ethics, LPCC ethical codes).
  • Demonstrate advanced intervention techniques in the areas of addictions, trauma, community psychology, and human sexuality to address the diverse needs of clinical populations.

School Counseling

The LMU M.A. in School Counseling/Pupil Personnel Services Credential  Program Outcomes are to enable all candidates to:

  • Apply effective counseling strategies to meet the diverse academic, social, emotional, and career needs of students using the ASCA model’s four professional competencies: Foundations, Management, Delivery, and Accountability.
  • Counsel PK-12 students individually using appropriate theoretical approaches to address students' academic readiness, language proficiency, cultural background, and/or individual social-emotional development.
  • Counsel PK-12 students in group settings using advanced group facilitation skills and appropriate theoretical approaches to address students’ academic readiness, language proficiency, cultural background, & individual soc-emotional development.
  • Evaluate PK-12 students using suitable/pertinent assessment measures based on the purpose of the measuring instrument and identified counseling need.
  • Implement prevention and intervention strategies for diverse PK-12 students based on scientific research and program evaluations.
  • Consult effectively with school parents, teachers, staff, community members, peers, and colleagues to advocate for improved instruction for all PK-12 students.
  • Exemplify the main dimensions of personal growth and dispositions central to successful counseling, including self-awareness, self-care, and self-reflection.
  • Adhere to the specific ethical codes related to school counseling (e.g. ASCA ethical standards).
  • Demonstrate advanced techniques in school-based consultation, prevention, and intervention in order to address the diverse needs of the PK-12 student population.

Guidance and Counseling

The LMU M.A. in Guidance and Counseling Program Outcomes are to enable all candidate to:

  • Apply effective counseling skills and strategies to meet the diverse academic, social, emotional, and career needs of students in post-secondary institutions.
  • Counsel students in post-secondary institutions individually using appropriate theoretical approaches to address students' academic readiness, language proficiency, cultural background, and individual development.
  • Counsel students in post-secondary institutions in group settings using advanced group facilitation skills and appropriate theoretical approaches to address students' academic readiness, language proficiency, cultural background, and individual development.
  • Evaluate post-secondary students using suitable/pertinent assessment measures based on the purpose of the measuring instrument and identified counseling need.
  • Implement prevention and intervention strategies for diverse students in post-secondary institutions based on scientific research and program evaluations.
  • Consult effectively with students in post-secondary institutions; with peers and colleagues; and with appropriate staff in order to improve student functioning.
  • Exemplify the main dimensions of personal growth and dispositions central to successful counseling, including self-awareness, self-care, and self-reflection.
  • Apply and implement ethical codes related to the specific field of counseling within which one works (e.g. ACA Code of Ethics, ASCA ethical standards, LPCC ethical codes).

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

    • Candidates will demonstrate reflective praxis through a Social Justice lens while actively engaging with all stakeholders included but not limited to persons listed in CTC Program Standard 4 (e.g. children, parents, educators, etc.).
    • Candidates will exhibit knowledge of and practice professional, legal and ethical standards to show evidence of engagement and educational practices to support of all stakeholders.
    • Candidates will cultivate inclusive educational environments for all PK-12 diverse learners through the development and use of positive behavioral, social, and environmental supports for learning.
    • Apply knowledge of non-biased evidence-based principles of assessment and interpret data to make appropriate and equitable academic, behavioral, and instructional decisions.
    • Candidates will design lessons based on UDL guidelines that are aligned to California content standards.
    • Candidates will utilize evidence-based differentiated strategies and implement engaging and developmentally appropriate culturally and linguistically sensitive instruction.

      School Administration

      Through the study of relevant leadership theory and participation in residency/fieldwork experiences designed to facilitate the application of theoretical concepts in practical setting, candidates will…

      • acquire the skills, knowledge, and dispositions to serve as an Educational Leader in California.
      • demonstrate the ability to be moral and ethical leaders for social justice who respect differences, value reflective practice, understand change facilitation, build learning communities, and work effectively in diverse settings.
      • identify, develop, and articulate a clear and purposeful vision for leadership that enables an environment that inspires a shared vision and enlists the active participation of all stakeholders.
      • develop an understanding and a theory of action regarding the political, financial, legal, and operational aspects of school leadership through investigation of leadership theory.
      • develop a vision for instructional leadership and a theory of action that includes a strong emphasis on cultural and linguistic diversity, special education, the successful development of English Learners, and the parent-school relationship.

      Catholic School Administration

      • Candidates will possess the knowledge, skills, and dispositions to apply foundational information and research on Catholic education to current trends, policy issues, and educational practices through regular reflective experiences.
      • Candidates will possess the knowledge, skills, and dispositions to enhance leadership skills in working collaboratively through activities designed to foster a professional learning community of faith.
      • Candidates will possess the knowledge, skills, and dispositions to lead the faculty, students, and parents in a professional learning community of faith formed in the teachings and traditions of the Catholic church and dedicated to social justice.

      Educational Leadership for Social Justice

      As educational leaders, Ed.D. graduates will be able to:

       

      • Analyze the economic, political, legal, and sociocultural context of education.

      • Engage in inquiry and research to promote inclusive excellence in education and/or society.

      • Articulate how theory and research influence the development of personal leadership practice.

      • 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

      • Candidates will analyze the philosophical and theoretical foundations of bilingual education.
      • Candidates will explain the legal and legislative foundations of bilingual education.
      • Candidates will interpret the legal effects of bilingual education legislation on public and private education.
      • Candidates will design standards-based lesson plans in their language of concentration (Spanish or Mandarin).
      • Candidates will provide standards-based instruction in the target language in an elementary or secondary bilingual classroom setting.
      • Candidates will assess student learning in the target language (Spanish or Mandarin).
      • Candidates will analyze bilingual education and biliteracy in individuals and schools.
      • Candidates will apply current second language acquisition theory and research to conduct research projects related to bilingual education or biliteracy development.
      • Candidates will explain issues related to bicultural identity development in the culture of emphasis.

      Bilingual Secondary Education

      • Candidates will analyze the philosophical and theoretical foundations of bilingual education.
      • Candidates will explain the legal and legislative foundations of bilingual education.
      • Candidates will interpret the legal effects of bilingual education legislation on public and private education.
      • Candidates will design standards-based lesson plans in their language of concentration (Spanish or Mandarin).
      • Candidates will provide standards-based instruction in the target language in an elementary or secondary bilingual classroom setting.
      • Candidates will assess student learning in the target language (Spanish or Mandarin).
      • Candidates will analyze bilingual education and biliteracy in individuals and schools.
      • Candidates will apply current second language acquisition theory and research to conduct research projects related to bilingual education or biliteracy development.
      • Candidates will explain issues related to bicultural identity development in the culture of emphasis.

      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 current evidence-based and developmentally appropriate strategies in the following areas: oral language development, word analysis, fluency, vocabulary development, listening and reading comprehension, written language development.
      • Candidates will demonstrate mastery of basic principles of assessment by evaluating the needs of all students through use of formative & summative assessment.
      • Candidates will implement appropriate literacy learning strategies using differentiated instruction.
      • Candidates will demonstrate support of excellence in teaching reading and provide appropriate intervention strategies.
      • Candidates will create positive literacy environments to motivate and engage all learners using current technologies.
      • Candidates will take steps to serve as a leader to develop and maintain reading initiatives at the school site or district level.
      • Candidates will collaborate with parents/ families and community to enrich or reform the teaching of reading 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 demonstrate knowledge of how diverse issues impact educational theory and practice both qualitatively and quantitatively.

      Literacy Instruction for Urban Environments (online)

      • Candidates will apply current evidence-based and developmentally appropriate strategies in the following areas: oral language development, word analysis, fluency, vocabulary development, listening and reading comprehension, written language development.
      • Candidates will demonstrate mastery of basic principles of assessment by evaluating the needs of all students through use of formative & summative assessment.
      • Candidates will implement appropriate literacy learning strategies using differentiated instruction.
      • Candidates will demonstrate support of excellence in teaching reading and provide appropriate intervention strategies.
      • Candidates will create positive literacy environments to motivate and engage all learners using current technologies.
      • Candidates will take steps to serve as a leader to develop and maintain reading initiatives at the school site or district level.
      • Candidates will collaborate with parents/ families and community to enrich or reform the teaching of reading practices.

      Higher Education Administration

      • Candidates will articulate the historical and current role of higher education in American society.
      • Candidates will describe organizational and governance structures in American higher education.
      • Candidates will employ critical reflection skills when analyzing data and problem solving.
      • Candidates will articulate informed viewpoints on current higher education issues.
      • Candidates will articulate and value the experiences of students, faculty, and staff from underrepresented groups.
      • Candidates will work to support the success of all postsecondary students.
      • Candidates will demonstrate basic administrative competencies such as planning, budgeting, and assessment.
      • Candidates will demonstrate knowledge of higher education legal and ethical issues.
      • Candidates will understand, evaluate, and adapt developmental, organizational, and leadership theories to their practice.