Gladys L. Benerd School of Education



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Gladys L. Benerd School of Education

Phone: 209.946.2556

Location: Gladys L. Benerd School of Education

Website: www.pacific.edu/education

Lynn G. Beck, Dean

Programs Offered

Master of Education (MEd)

in Curriculum and Instruction
and a Single, Multiple and/or Educational Specialist (mild/moderate) or (moderate/severe) Level I Credential

Master of Arts (MA)

in Curriculum and Instruction

in Educational Administration


and a Preliminary Administrative Services Credential

in Educational Administration


with a concentration in Student Affairs

in School Psychology*

in Special Education
and an Educational Specialist (mild/moderate) or (moderate/severe) Level I/II Credential

Educational Specialist (EdS) *

in School Psychology
and a Pupil Personnel Services Credential in School Psychology

Doctor of Education (EdD)

in Curriculum and Instruction

in Educational Administration


with a concentration in K-12 Administration/Leadership

in Educational Administration


with a concentration is Higher Education Administration

Doctor of Philosophy (PhD) *

in Educational Psychology with a specialization in School Psychology
with a Pupil Personnel Services Credential in School Psychology

* The Master of Arts in School Psychology is a non-terminal degree available to students pursuing a EDS or PhD in the Educational/School Psychology department.

Credentials Offered

Preliminary Multiple Subject Credential

Preliminary Single Subject Credential in the following areas:

Art, Biology, Chemistry, English, Geosciences, Social Sciences, Mathematics, Physical Education, Physics, Spanish, and Music.

Educational Specialist (mild/moderate) – Level I and Level II

Educational Specialist (moderate/severe) – Level I and Level II

Preliminary Administrative Services Credential

Professional Clear Administrative Services Credential

Personnel Services Credential in School Psychology

Speech-Language Pathology Services Credential

(For more information contact Speech Language Pathology Department)

Mission

The Benerd School of Education embraces a mission of preparing thoughtful, reflective, caring, and collaborative educational professionals for service to diverse populations. Further, the Benerd School of Education directs its efforts toward researching the present and future needs of schools and the community, fostering intellectual and ethical growth, and developing compassion and collegiality through personalized learning experiences.



Admissions Requirements

General Admissions Requirements:

1. A cumulative GPA of 3.0 or better for the last 60 units of college or post-baccalaureate work.

2. An appropriate degree from an accredited university (Bachelor’s for admission to master’s programs; masters for admission to doctoral programs).

2. A completed application portfolio to the Graduate School, an essay following departmental guidelines; official transcripts from all college-level coursework including official verification of the awarding of degrees; and three letters of recommendation attesting to the candidate’s ability to undertake doctoral studies.

3. Some programs require the Graduate Records Examination (GRE). Please see specific programs for information.

4. Some programs require admissions interviews. Please see specific programs for information.

5. Review by the appropriate department.

6. Evidence of qualities and character in keeping with the philosophy and standards of this University and the School of Education.



Basic Education Policies

Master of Education Degree

The Gladys L. Benerd School of Education offers a master’s degree which is designed for high potential graduate students who desire to become candidates for an initial teaching credential. This degree is the Master of Education degree (MEd). This degree prepares teachers to deal with instructional theory and applied research, and to develop competence beyond the skills of the usual beginning teacher. For specific information about MEd program requirements, please refer to the Curriculum and Instruction program information.



Requirements for the Master of Arts Degree

Graduate students wishing to secure a Master of Arts degree with a major in the School of Education must meet the requirements specified for all Master of Arts degrees. Students should consult with the assigned departmental adviser within the first semester of enrollment to develop a plan of study. The Gladys L. Benerd School of Education has four programs leading to a master’s degree, of which plans A, B and C require a core of common courses in the major. The core courses include:



EADM 204 Pluralism in American Education 3

CURR 209 Curriculum Theory 3

EPSY 201 Techniques of Research 3

EPSY 220 Nature and Conditions of Learning 3

Program with Thesis (Plan A)

The requirements of the thesis plan are as follows:

1. Thirty units of graduate work, with 16 units in courses numbered 201 or above.

2. Required core courses common to all master’s degree programs in education.

3. A minimum of 16 units in education, including a thesis of 4 units.

4. Such additional courses as may be required for the adequate development of the thesis problem.

5. With the approval of the Dean or appropriate departmental chair, the candidate may choose coursework in not more than two other departments outside the School of Education.

6. An acceptable thesis must be submitted within the deadlines as stated in the Graduate School calendar.

7. Successfully pass a final oral examination.

Program with Seminars (Plan B):

The requirements of the seminar plan are as follows:

1. Completion of 32 units of graduate work, with 18 units in courses numbered 201 or above.

2. Required core courses common to all master’s degree programs in education.

3. Completion of a minimum of 18 units in the School of Education.

4. Completion of a minor of 6 or more units selected from a discipline department other than education.

5. Specializing in an area of interest: (at least 10-12 units as approved by adviser), such as curriculum and instruction, special education, bilingual/cross-cultural education, English as a second language, educational and counseling psychology or foundations.

6. A seminar and/or research paper in the field of specialization.

7. Successfully pass a final examination.

Program with Projects (Plan C):

The program under Plan C is designed for the Master of Arts degree and concurrently to meet certain state certification and licensing requirements and/or to prepare candidates for careers in specific professions (e.g. Student Affairs).



General Requirements:

1. A minimum of 32 units of graduate work, with 18 units in courses numbered 200 or above.

2. Required courses common to all master’s degree programs in the School of Education.

3. Completion of the specific program requirements as described in departmental/program information.



Master of Arts Degree: Special Program (Plan D):

Although most candidates will utilize Plans A, B or C, a special program can be designed for well-qualified students who have professional or personal needs for specialized study. Such special programs provide opportunity for course offerings in the School of Education to be linked with those of other schools and departments. Requirements for special programs, in addition to departmental approval, include the following:

1. A content major of at least 21 units. This will represent the student’s primary area of interest and need for professional development. Courses may be chosen within a given department but are likely to include relevant courses from several departments.

2. Research and evaluation methodology and/or theoretical constructs of at least 6 units. The student will be expected to develop relevant competencies in one or more of the following: research methods, critical analysis, inquiry techniques or theory.

3. Field experience and/or research of not less than 4 nor more than 6 units. Depending on the specific area of study, this may include supervised field experience, practicum, action research or thesis. The purpose will be to synthesize the total program by demonstrating competencies in the field or through some research project.

4. A minimum of 32 units of graduate coursework with 18 units at the 200 level or above.

5. A minimum of 18 units in the School of Education.

With the framework described above, this program operates on a highly individualized basis. A student is assigned a primary adviser in the School of Education who is responsible for working out a program. Students and their advisers will submit a rationale and description of their program for the departmental file. For an interdisciplinary program, the student also will receive appropriate advising from a department outside the School of Education.



Doctor of Education Degree Basic Policies

The EdD degree is designed to ensure that each graduate possesses a deep understanding of foundational issues; key theories related to the student’s academic focus; historic and emerging research related to student’s academic focus; critical issues of research, policy, and practice; moral dimensions of research, policy, and practice; leadership challenges and opportunities; and methods and limitations of research. The degree is also designed to ensure that the candidate can identify key issues and problems and engaged in focused and systematic research into problems and related questions. Further, the degree is designed to ensure that graduates possess leadership competencies including verbal and written communication skills; professional maturity; personal discipline; and social and emotional intelligence competencies.



Requirements for the Doctor of Education Degree

Graduate students wishing to secure a Doctor of Education (EdD) degree with a major in the School of Education must meet the requirements specified for all Doctor of Education degrees. Students should consult with the assigned departmental adviser within the first semester of enrollment to develop a plan of study. The Gladys L. Benerd School of Education has two departments which offer EdD degree: the Department of Curriculum and Instruction and the Department of Educational Administration and Leadership. Students seeking EdD degrees through both departments take the following core courses:



CURR/EADM 352 Applied Inquiry I 3 units

CURR/EADM 354 Applied Inquiry II 6 units

CURR/EADM 356 Applied Inquiry III 3 units

CURR.EADM 358 Applied Inquiry IV 3 units

Candidates seeking EdD degrees through both departments must also complete a doctoral dissertation and register for a minimum of 2 and a maximum of 7 units of CURR/EADM 399. Students may register for CURR/EADM 399.



Program Stages:

The successful completion of Applied Inquiry I will qualify each student for “full” admission to the doctoral program;

The successful completion of Applied Inquiry III with the production of a quality problem statement and literature review coupled with an interview with faculty advances the student to Candidacy.

Dissertation:

An acceptable dissertation must be based on an original investigation. It must present either a contribution to knowledge and/or understanding, or an application of existing knowledge to the candidate’s special field of study. The dissertation must be submitted by the appropriate deadlines as stated in the current Graduate Academic Calendar. As noted above, students admitted to the EdD programs in the Benerd School of Education will require a minimum of 2 units and maximum of 7 units of EADM/CURR 399 Dissertation to be completed after the dissertation proposal is completed.



Period of Candidacy:

The maximum time allowed for completion of an EdD program is governed by the following guidelines: (a) students must complete the Applied Inquiry III within four years after the first day of the semester of enrollment in EdD coursework at Pacific as provisionally admitted doctoral students, (b) their dissertation proposal must be approved by the dissertation committee within three years after advancement to Doctoral Candidacy, and (c) the dissertation itself must be completed within five years after advancement to Doctoral Candidacy. All requirements for the Doctor of Education degree must, therefore, be completed within nine years after the first day of the semester of enrollment in EdD coursework at Pacific as a provisionally admitted doctoral student. The student is expected to complete the dissertation within three years from the time of Advancement to Candidacy. Failure to complete within three years will require the student to register for five additional units of dissertation. Students who do not meet these deadlines will be dropped from the doctoral program.



Final Oral Examination:

A final oral examination usually of two hours, conducted by the candidate’s dissertation committee, shall be held in accordance to the deadline established by the Graduate School. This oral exam shall concern itself with the candidate’s dissertation and implications thereof. Supplemental information is available in School of Education department offices.



Semester Hour Requirements:

A minimum of 55 doctoral units must be taken at this University. Applicants should consult with the adviser for program requirements. Some (usually no more than 6) post master degree units may be approved by petition for transfer from another university.

Credit value of the dissertation: Not less than 2 nor more than 7 units.

Grade Point Average Requirements:

Grade point average of at least 3.0 in all work taken while in graduate studies. Preferably this should be 3.5.



Minimum Residence:

The period of residence work represents an opportunity to secure additional competency in the area of specialization as well as the development of an acceptable dissertation. Residency requirement can be met by taking 18 units of coursework within 12 calendar months.



Courses Outside the Field of Education:

Related courses outside the field of education may count towards a major upon prior approval of the department chair and the Dean of the School of Education.



Requirements for the Doctor of Philosophy Degree:

The Doctor of Philosophy degree in Educational Psychology with a specialization in School Psychology prepares professionals for systems interventions as school psychologists, and provides advanced training in applied development with diverse populations and consultation methods. For specific information about the PhD program in Educational Psychology with a specialization in School Psychology, please refer to Educational/School Psychology program information.



Curriculum and Instruction

Website: www.pacific.edu/education

Location: Gladys L. Benerd School of Education

Marilyn E. Draheim, Ph.D., Chair



Degree Programs

Master of Education in Curriculum and Instruction (MEd)

with a Single, Multiple and/or Educational Specialist (mild/moderate) or (moderate/severe) Level I Credential

Master of Arts in Curriculum and Instruction (MA)

Master of Arts in Special Education (MA)

with an Educational Specialist (mild/moderate) or (moderate/severe) Level I/II Credential

Doctor of Education in Curriculum and Instruction (EdD)

Credentials Offered

Preliminary Multiple Subject Credential

Preliminary Single Subject Credential in the following areas:

Art, Biology, Chemistry, English, Geosciences, Social Sciences, Mathematics, Physical Education, Physics, Spanish, and Music.

Educational Specialist (mild/moderate) – Level I and Level II

Educational Specialist (moderate/severe) – Level I and Level II

The School of Education also offers professional masters degree programs in partnership with the San Joaquin county Office of Education and Project Pipeline. These are MA programs that follow Plan D. See the C & I department for additional information.

Admissions Requirement

1. A cumulative GPA of 3.0 or better for the last 60 units of college or post-baccalaureate work.

2. An appropriate degree from an accredited university (Bachelor’s for admission to master’s programs; masters for admission to doctoral programs).

3. A completed application portfolio to the Graduate School, an essay following departmental guidelines; official transcripts from all college-level coursework including official verification of the awarding of degrees; and three letters of recommendation attesting to the candidate’s ability to undertake doctoral studies.

4. Official Scores on the Graduate Records Examination (GRE). For the EdD program only.

5. Departmental interviews if requested.

6. Evidence of qualities and character in keeping with the philosophy and standards of this University and the School of Education.

Master of Education in Curriculum and Instruction Degree Requirements

In order to earn the master of education degree in curriculum and instruction, students must complete a minimum of 38 units, of which 22 must be in courses 200 or above, with a Pacific cumulative grade point average of 3.0.



I. Teacher Education Courses: Multiple Subject

EDUC 140 Transformational Teaching & Learning 4

EDUC 141 Transformational Teaching & Learning Practicum 2

EDUC 130 Technology Enhanced Learning Environments 2

One of the following courses: 3

Multiple subject candidates take:

EDUC 150 Teaching and Assessment (Multiple Subject)

Education Specialist Candidates, in additon take:

SPED 123 The Exceptional Child 3

SPED 166 Building Family Professional Partnerships 3



II. Professional Courses:

Complete one of the following groups:

Group A) Multiple Subject Candidates:

EDUC 151 Teaching Science 2

EDUC 152 Teaching Mathematics 2

EDUC 160 Productive Learning Environments 2

EDUC 161 Literacy Development 4

EDUC 162 Literacy Assessment 2

EDUC 163 Teaching English Learners 3
Note: EDUC 161 is a prerequisite or concurrent enrollment required.

Group B) Single Subject Candidates:

EDUC 256 Content Area Literacy Development for Secondary Schools 3

EDUC 163 Teaching English Learners 3

EDUC 255 Teaching in the Content Areas I 2

EDUC 265 Teaching in the Content Areas II 2

EDUC 275 Teaching in the Content Areas III 2

Complete one of the following:

Candidates take:


Music Education Candidates take:*

MEDU 114 Music in Elementary School and Community 2

MEDU 115 Music Experiences for the Child 2

MEDU 116 Music in Secondary School 2

MEDU 117 Music Experiences, 7-12 2

Note: N.B. These titles, units, and ordering of courses for the Single Subject SB 2042 program are subject to change.)

Group C) Education Specialist, Mild/Moderate Disabilities, Level 1
Candidates:


SPED 224 Assessment of Special Education Students 3

SPED 228M Advan. Programming Mild/Moderate 3

SPED 242M Curriculum and Instruction/SPED Students
Mild/Moderate 3


SPED 295E Positive Behavioral Support in the Classroom 3

EDUC 161 Literacy Development 4

Group D) Education Specialist, Moderate/Severe Disabilities, Level I Candidates:

SPED 224 Assessment of Special Education Students 3

SPED 228S Advanced Programming, Moderate/Severe 3

SPED 242S ‑Curriculum and Instruction/SPED Students,
Moderate/Severe 3


SPED 295E Positive Behavioral Support in the Classroom 3

EDUC 161 Literacy Development 4

III. Professional Practice (Student Teaching or Internship):

Complete on of the following groups:

Group A) Multiple and Single Subject candidates:

SPED 125X Teaching Exceptional Learners 2

Complete 12 units from: 12

EDUC 270** Professional Practice

EDUC 271 Professional Practice Music 2-10

EDUC 172* Professional Practice Seminar 2-10

Note: EDUC 270 and EDUC 172 or EDUC 271 and EDUC 172 normally total 12 units.

Note: 1) Internship requires a teaching contract and Memorandum of Understanding for the Teacher Education Program and the Employer. 2)** The Single Subject Program for Music, the Department of Music Education’s chair -assists students in the Single Subject Program in Music Education with internship placements. Some students in Music Education take a -portion of Directed Teaching in Summer Session I by enrolling in Video-Micro Rehearsal so that Directed Teaching credits are divided over three grading periods.

Group B) Education Specialist Credentials

One of the following:

SPED 298M ‑Directed Teaching: Special Education,


Mild/Moderate 6-10

SPED 298S ‑Directed Teaching: Special Education,


Moderate/Severe 6-10

SPED 298IM Internship: Special Education, Mild/Moderate 6-10

SPED 298IS Internship: Special Education, Moderate/Severe 6-10

Note: An approved Internship is an option for Directed Teaching for the Education Specialist Credentials. To be approved for Internship, a student must have a bachelor’s degree and meet all program requirements for an Internship. Normally, candidates enroll in two semesters of five units each. On a case by case basis, candidates may be approved to begin an internship while taking professional methods courses in the Special Education Program.

IV. Additional Graduate Level Courses (Multiple Subject):

A minimum of 12 units at the 200 level, including:

EPSY 201 Techniques of Research 3

One of the following Theory and Practice courses: 3

CURR 209 Curriculum Theory

CURR 212 Instructional Strategies & Classroom Processes

CURR 214 Supervision of Instruction,

CURR 295A Seminar: Middle School Curriculum

CURR 295B Seminar: Secondary Curriculum

CURR 295G Seminar: Elementary School Curriculum

Electives ‑Minimum 6 units at the 200 level from the CURR, SPED, EADM or EPSY Departments to complete a minimum of 22 units at the 200 level and to satisfy a minimum of 38 units.

Additional Graduate Level Courses (Single Subject):

EDUC 246 Teaching as Reglective Inquiry I 3

EDUC 266 Teaching as Reflective Inquiry II 3

EDUC 267 Understanding Adolescents in School Contexts 3

EDUC 276 Teaching as Reflective Inquiry III 3

Additional Graduate Level Courses (Education Specialist):

EPSY 201 Techniques of Research 3

SPED 295A Seminar: Crucial Issues in Special Education 3

Note: Students may not double count the unit value of credential courses taken as an undergraduate to complete a bachelor’s degree in the 38 unit count for the Master of Education Degree

V. Successful passage of an one hour oral examination.

VI. California Requirements for a Teaching Credential must be met to qualify for a credential. These include:

1. Successful completion of the State Certificate of Clearance (Fingerprint review for the Commission on Teacher Credentialing)

2. Clearance of TB test (within past four years)

3. Clearance of fingerprints for the program’s credential office

4. Passage of the California Basic Education Skills Test (CBEST) or appropriate writing subtest on CSET-MS examination

5. Passage of the appropriate California Subject Examination for Teachers (CSET)

6. Completion of United States Constitution Requirement

7. Passage of the Reading Instruction Competency Assessment (RICA) for Multiple Subject or Education Specialist Credentials

8. Successful Passage of a Teaching Performance Assessment (PACT Teaching Event)

9. Passage of all Program Assessments and Program Transition Phases including the following:

a. Entry level GPA requirements (3.0 or higher); recommendations; essay

b. Advancement to Credential Candidacy (essay; interview; recommendations)

c. Embedded Signature Assignments

d. Content Area Assessments

e. Advancement to Professional Practice (Student Teaching or Internship)

f. Approval of Teaching Performance Expectations

g. Minimum GPA of 3.0, with no credential specific course grade below 2.0 (“C”)

h. Exit from the Program Assessments

(N.B. Requirements are subject to change as credential requirements change to satisfy California licensure requirements.)



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