Program Outcomes

Counseling

  • Candidates will apply effective counseling strategies to meet the diverse academic, social, emotional, and career needs of clients.
  • Candidates will ounsel clients individually using appropriate theoretical approaches to address academic readiness, language proficiency, cultural background, and individual development.
  • Candidates will counsel clients in group settings using group facilitation skills derived from appropriate theoretical approaches to address academic readiness, language proficiency, cultural background, and individual development.
  • Candidates will evaluate clients using suitable/pertinent assessment measures based on the purpose of measuring instrument and identified counseling need.
  • Candidates will implement prevention and intervention strategies for diverse clients based on scientific research and program evaluations.
  • Candidates will consult effectively with clients, their families, and support systems; with peers and colleagues; and with appropriate clinical staff in order to improve client functioning.
  • Candidates will exemplify the main dimensions of personal growth and dispositions central to successful counseling, including self-awareness, self-care, and self-reflection.
  • Candidates will 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).
  • Candidates will 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

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

Guidance and Counseling

  • Candidates will apply effective counseling strategies to meet the diverse academic, social, emotional, and career needs of students in post-secondary institutions.
  • Candidates will counsel students in post-secondary institutions individually using appropriate theoretical approaches to address students' academic readiness, language proficiency, cultural background, and individual development.
  • Candidates will counsel students in post-secondary institutions in group settings using group facilitation skills and appropriate theoretical approaches to address students' academic readiness, language proficiency, cultural background, and individual development.
  • Candidates will evaluate post-secondary students using suitable/pertinent assessment measures based on the purpose of the measuring instrument and identified counseling need.
  • Candidates will implement prevention and intervention strategies for diverse students in post-secondary institutions based on scientific research and program evaluations.
  • Canidates will consult effectively with students in post-secondary institutions; with peers and colleagues; and with appropriate staff in order to improve student functioning.
  • Candidates will exemplify the main dimensions of personal growth and dispositions central to successful counseling, including self-awareness, self-care, and self-reflection.
  • Candidates will apply and implement the 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

  • Canddiates will provide a comprehensive range of services to schools.
  • Candidates will practice with culturally relevant and responsive practice to help close the achievement gap among various diverse student groups.
  • Candidates will be lifelong learners and 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 Universal Design for Learning (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

      • Candidates will acquire the skills, knowledge, and dispositions to serve as an Educational Leader in California.
      • Candidates will 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.
      • Candidates will 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.
      • Candidates will develop an understanding and a theory of action regarding the political, financial, legal, and operational aspects of school leadership through investigation of leadership theory.
      • Candidates will 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 apply foundational information on Catholic schools to current trends, policy issues, and educational practices through regular reflective experiences
      • Candidates will enhance leadership skills in working collaboratively through activities designed to foster a professional learning community of faith
      • Candidates will 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

      • Candidates will analyze the economic, political, legal, and sociocultural context of education.

      • Candidates will engage in inquiry and research to promote inclusive excellence in education and/or 

        society.

      • Candidates will articulate how theory and research influence the development of personal leadership

         practice.

      • Candidates will advocate for the transformation of educational and community settings into just and

         equitable learning environments.

      Elementary Education

      • Candidates will teach for social justice while acting as proactive agents for all stakeholders.
      • Candidates will exhibit professional responsibility and leadership when engaging all stakeholders.
      • Candidates will cultivate an inclusive environment to support all PK-12 student learning.
      • Candidates will cultivate healthy learning environments.
      • Candidates will apply developmentally appropriate instruction to support all PK-12 student learning.
      • Candidates will differentiate authentic assessment methods in using student data to inform instruction and assist all stakeholders.

      Secondary Education

      • Candidates will teach for social justice while acting as proactive agents for all stakeholders.
      • Candidates will exhibit professional responsibility and leadership when engaging all stakeholders.
      • Candidates will cultivate an inclusive environment to support all PK-12 student learning.
      • Candidates will cultivate healthy learning environments.
      • Candidates will apply developmentally appropriate instruction to support all PK-12 student learning.
      • Candidates will differentiate authentic assessment methods in using student data to inform instruction and assist all stakeholders.

      Bilingual Elementary Education

      • Candidates will master the theoretical and legal foundations of bilingual education.
      • Candidates will provide standards-based instruction in their language of concentmation in an elementary or secondary bilingual classroom setting.
      • Candidates will assess student learning in their language of concentration.
      • Candidates will apply current second language acquisition theory and research to research projects related to biliteracy education or biliteracy development in individuals and/or schools.

      Bilingual Secondary Education

      • Candidates will master the theoretical and legal foundations of bilingual education.
      • Candidates will provide standards-based instruction in their language of concentmation in an elementary or secondary bilingual classroom setting.
      • Candidates will assess student learning in their language of concentration.
      • Candidates will apply current second language acquisition theory and research to research projects related to biliteracy education or biliteracy development in individuals and/or schools.

      Urban Education

      • Candidates will analyze the historical, sociocultural, political, and global context of education.
      • Candidates will engage in discernment, inquiry, and research to promote equity and inclusion for diverse students and communities.
      • Candidates will apply theory and research to professional practice in areas of concentration such as digital learning, educational policy and administration, language and culture, and literacy.
      • Candidates will advocate for social justice through collaboration with communities of practice.

      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 through 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.

      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.