Flexibility and Personalization in Teacher Preparation

Loyola Marymount University’s Teacher Preparation programs offer you a variety of pathways to earn your California teaching credential, along with a Master of Arts degree, most within one year for the credential and a second year to complete the M.A. Through personalized attention, we work with you to find the pathway and credential that is right for you to meet your employment and career goals. Academic coursework (excluding fieldwork) is offered online, catering to working professionals.  Fieldwork is completed at authorized California public schools.  Participants are required to reside in California while completing the credential.

LMU California Commission on Teacher Credentialing (CTC) Accredited Teacher Program Offerings

  1. Elementary Multiple Subject Teaching Credential with added Master of Arts in Transformative Education
  2. Secondary Single Subject Teaching Credential with added Master of Arts in Transformative Education
  3. Special Education Specialist Teaching Credential in Mild/Moderate Support Needs with added Master of Arts in Special Education, as well as an available Elementary Multiple Subject Teaching Credential included
  4. Added authorizations available in Bilingual (Spanish, Cantonese, or Mandarin); or in Literacy

1+1 Course Curriculum (1 year Credential + 1 additional year for M.A.) 

Course curriculum for all three credential programs (Elementary Multiple Subject, Secondary Single Subject, and Special Education Mild/Moderate) is generally offered in a 1+1 program format. 1+1 refers to completion of the credential in year 1 and completion of an M.A. in the second year. Our program is built on these principles:

Personalized Pathway Choices for Curriculum to Fit your Needs

  • “Student Teacher” with field experiences completed as a student teacher in a mentor teacher’s classroom.
  • “Intern” with field experiences completed as a full-time teacher in your own classroom at a public school.
  • “Private” with field experiences completed as a full-time teacher in your own classroom at a private school.

The LMU Difference

In addition to our highly personalized choice of pathways and options, our expert faculty focus on the role of the teacher as not just an educator, but as a community leader and an advocate for all learners. LMU School of Education Teacher Preparation program candidates receive helpful application guidance, comprehensive and individualized advisement from your academic advisor in completing your curriculum, and a credentialing advisor to expertly guide you through the finalizing of your credential issuance from the State of California. During your fieldwork experiences, our Clinical Fieldwork team ensures that your fieldwork completion is a positive and successful learning experience.

Our Diversity, Equity, Inclusion, Anti-Racism, and Justice Framework

The School of Education is grounded in the Jesuit and Marymount tradition of social justice. Social justice is our collective responsibility for each other in our global society, recognizing the people and communities that have historically been oppressed and marginalized along with recognizing those who have historically been privileged and provided power. Social justice requires us to co-create equitable systems of access and support by critically examining the distribution of opportunities, resources, and social capital (distributive justice; Tyler, 2000). Further, social justice must be co-constructed/co-created with those who experience inequity, centering their voices, ideas, and perspectives on their material realities, for equitable outcomes, and in decision-making (procedural justice; Tyler, 2000). In the School of Education, we recognize that social justice has its basis in anti-racism, diversity, equity, and inclusion: dismantling and transforming racist beliefs and practices; valuing human diversity in all its forms; promoting equitable access to resources and capital; and creating inclusive environments where those who have been systematically oppressed and marginalized are included in decision-making. Social justice work can be uncomfortable, takes strength and courage, and requires taking risks, including risking privilege and capital.

Accreditation and Reputation

LMU’s School of Education Teacher Preparation programs are fully accredited by the California Commission on Teacher Credentialing (CTC), and nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP). The School of Education is consistently listed among the top-ranked Schools in U.S. News & World Report of “Best Graduate Schools”, is in the top 5 percent of the 1,500 Schools, Colleges and Departments of Education nationwide and is one of the top tier, highest ranked, Jesuit institutions nationally, as well as a top tier private, independent School of Education in California. LMU Teacher Preparation program graduates join a highly sought after group of LMU educated alumni in area schools and districts.




*All LMU School of Education credential programs meet the California state requirements as specified by the California Commission on Teacher Credentialing (CCTC). The institution has not made a determination as to whether the credential program meets the requirement of states outside of California.