Interim Dean: Mary McCullough
Associate Dean, Faculty: TBA
Associate Dean, Strategic Partnerships and Educational Effectiveness: Manny Aceves
Associate Dean, Enrollment and Business Services: Timothy Chang
Assistant Dean, Academic Services: Doris Madrigal
Office Location: University Hall 2100
The School of Education offers graduate programs in the following areas of study: School Administration, Bilingual Education, Catholic School Administration, Reading Instruction, Higher Education Administration, Urban Education, Educational Studies, School Psychology, Elementary and Secondary Education, Counseling, and Special Education. The School of Education also offers a doctorate in Leadership for Social Justice.
The high quality of the education program is confirmed through its accreditation by the California Commission on Teacher Credentialing, the National Association of School Psychologists, the National Council for Accreditation of Teacher Education, and Western Association of Schools and Colleges.
Mission of the School of Education
In accordance with the Mission of Loyola Marymount University, the faculty, staff, and students of the School of Education understand and declare our purpose to be the encouragement of life-long learning and academic excellence, the education of the whole person, and the promotion of service and justice for all. We commit ourselves to serving public and private education by fostering excellence inspired by the Jesuit and Marymount traditions of Catholic education.
Goals of the School of Education
The faculty, staff, and students of the School of Education strive to work collaboratively in a student-centered environment to be professionals who act to:
- Value and respect all individuals
We believe in the worth of each individual. We affirm the inherent dignity and value of each person as a child of God. Therefore, we believe that all individuals have the potential to be successful learners with unique characteristics and experiences that bring positive value and meaning to the learning experience.
We recognize the existence of social inequity, marginalization, and the different faces of oppression, and we commit ourselves to work actively for the establishment of a just and equitable society. While it is important to understand critically the structures, practices, and discourses that cause and perpetuate injustice, we also aim to nurture transformative structures, practices, and discourses that actively promote greater equity. This commitment challenges us to think with a global perspective, to embrace the notion of a preferential option for the poor, and to act with a conviction of equity.
- Promote cultural responsiveness
We recognize diversity as a strength, and we commit ourselves personally and professionally to serve culturally and linguistically diverse populations. These populations include those who represent cultural diversity broadly defined, including race, ethnicity, socio-economic status, gender, religion, sexual orientation, ability, and age. Among other valuable theories and approaches, we utilize sociocultural and constructivist perspectives in teaching and learning. We value these and other perspectives that promote active participation in learning as well as meaningful and authentic instruction and assessment and emphasize students’ cultural and linguistic background experiences.
- Integrate theory and practice
We strive to unite theory and practice in a reciprocal relationship that mutually informs each other. We are a community of reflective practitioners, guided by critical inquiry and social responsibility. We actively engage in educational research, including faculty/ student collaboration. We affirm the use of technology in education as authentic, meaningful, and accessible to all learners.
- Develop moral, intellectual, responsible, and caring leaders
We are committed to the preparation of educators who will be leaders in the field and who reflect high standards of ethics and values. We seek to be, and to encourage others to be, women and men who have the intellectual skills to critically evaluate educational issues, have the moral conviction to respond as agents of change, and exhibit an ethic of care in the service of others.
- Collaborate and share leadership across communities
We believe in the value of working collaboratively with the districts, schools, parents, and students of the communities we serve to successfully educate all learners. We recognize, support, and promote the gifts and talents of community members and encourage their participation in decision-making processes.
Candidate Outcomes and Proficiencies
The following four broad learning goals are intended to express the expectations for how all candidates will achieve the mission of the School of Education. Under each goal are corresponding candidate learning outcomes that express specific ways in which candidates should be able to demonstrate fulfillment of each goal.
Unit Goal 1: Candidates will respect and value all individuals and communities.
Candidate Learning Outcomes
Diversity: Candidates will know, value, and integrate the diversity of students and their communities
Culture of high expectations: Candidates will promote a culture of high expectations for all
Inclusion: Candidates will be able to use inclusive strategies and practices
Community: Candidates will be able to gather and use multiple resources to better understand and serve their community
Unit Goal 2: Candidates will integrate theory and practice.
Candidate Learning Outcomes
Knowledge: Candidates will be able to demonstrate knowledge of historical, philosophical, socio-political, economic, and legal influences on education
Critical Lens: Candidates will be able to use a critical lens to analyze and share content knowledge
Reflection: Candidates will be able to reflect on personal experience of self and others to inform practice
Disposition: Candidates will understand and model exemplary professional practices
Research: Candidates will be able to use multiple research methodologies
Pedagogical Technology: Candidates will be able to integrate content and pedagogical knowledge, academic skills, and technology in professional practice
Unit Goal 3: Candidates will advocate for access to a socially just education.
Candidate Learning Outcomes
Communication and Collaboration: Candidates will be able to effectively communicate and collaborate
Academic Excellence: Candidates will promote academic excellence in the field
Equity: Candidates will be able to use pedagogical skills to implement principles of equity and empowerment
Social Justice: Candidates will be able to understand and respond to issues related to the preferential option for the poor and marginalized groups
Technology: Candidates will be able to advocate for and critically use technology
Lifelong Learning: Candidates will demonstrate a commitment to ongoing professional development and involvement in professional organizations
Unit Goal 4: Candidates will lead in order to facilitate transformation.
Candidate Learning Outcomes
Ethics: Candidates will be able to practice effective, ethical, and moral leadership
Shared Vision: Candidates will be able to share and collaboratively construct an inclusive vision within professional learning communities
Performance Evaluation: Candidates will be able to seek, reflect upon, and respond to constructive feedback
Systemic Change: Candidates will understand and use the elements, processes, and technological advances that lead to systemic change
Assessment: Candidates will understand and promote equitable and effective assessment and evaluation systems
School of Education Academic Regulations
Graduate Admissions Policies
Applicants for graduate programs are encouraged to contact SOE Admissions for advice and assistance in meeting the admission requirements. In order to continue in any SOE program, admitted candidates must remain in good academic standing and successfully meet requirements.
Non-Degree Status: Applicants seeking admission to the School of Education under non-degree status are not guaranteed admission.
Exceptions Admissions Process
Applicants who do not meet minimum admission requirements based on GPA (below 3.0 and above 2.7) or TOEFL/IELTS test scores will be asked to submit additional documentation for admission consideration through the exceptions process. Candidates accepted through the exceptions process will be admitted with additional program requirements.
Graduate Transfer Credit
School of Education graduate students must submit transfer credit requests at the time of admission to their advisor/program director in order to receive credit toward a degree for graduate-level work taken at other regionally accredited colleges and universities. The request must be in writing and accompanied with a course syllabus and Bulletin description for each course they wish to transfer. All transferred course credit requested must have received a grade of at least 3.0 (B). Courses used to satisfy a degree requirement at another college or university cannot be used for transfer credit with the exception of core or prerequisite requirements. Students may request a transfer for up to 6 semester (9 quarter) hours of graduate units. Transfer coursework may not be more than five years old. Transfer credit requests received after admission will not be considered. The Office of the Registrar grants final approval of transfer credit.
Adding a Second LMU Master of Arts Degree
A student who has earned a Master of Arts degree from the School of Education may apply up to three applicable core courses from that degree toward a second Master of Arts degree with the approval of the program director. The student must successfully complete all other requirements for the second degree.
New students are strongly encouraged to attend Student Orientation.
Upon admission to the School of Education, students are assigned an academic advisor. The advisor will assist students with course sequencing, enrollment, and monitor their progress toward program completion. Students are advised to schedule a meeting with their academic advisor as soon as possible after admission and consult with their academic advisor regularly on program requirements and registration.
Faculty are available to meet with students to discuss professional, career, academic, and educational issues. Students are encouraged to see their program director for professional advisement.
The School of Education emphasizes and supports the use of technology throughout its programs. To aid in the integration of technology, the School of Education maintains a computer lab as well as two computer eClassrooms in University Hall. The lab is available for use by School of Education students and faculty only. Hours are posted at the lab and at the School of Education website (http://soe.lmu.edu). The eClassrooms are intended for whole class instruction and are available for reservation by faculty. There are several general use student computer labs in various locations on campus.
Basic Technology Skills
All SOE applicants must verify that they are capable of basic technology skills necessary for success in the School of Education.
The School of Education will utilize students’ LMU email accounts to contact students. Students are responsible for all University communication sent to their LMU email accounts. Students must check this account regularly or forward it to a preferred account. Students should contact the Student Help Desk for information on email and network access accounts.
LiveText is web-based software used by students to complete fieldwork and course assignments. All undergraduate, Masters, Education Specialist, credential, and certificate students enrolled in the School of Education are required to purchase and utilize LiveText. An ePortfolio fee is assessed to each student at the beginning of their first semester of enrollment. The fee covers a five-year subscription for LiveText.
Credit/No Credit (CR/NC)
A number of courses in the School of Education are offered on a Credit/No Credit basis. Credit indicates a graduate student has earned at least a “B” or an undergraduate student has earned at least a “C” in the course. Certain State-mandated credential courses must be taken for a grade. Instructors should be consulted for clarification.
A grade of Incomplete “I” may be requested by the student to the instructor in extraordinary circumstances and when a candidate has completed a minimum of 80% of the course work. It is the student’s responsibility to ensure that all necessary forms are completed and submitted appropriately for any Incomplete grade request. The instructor may not approve the request. Graduate students with more than two Incompletes will be blocked from registration.
In Progress (IP)
In Progress grades are given in fieldwork classes when the academic calendars of the PK-12 school and the University do not align. The In Progress grade indicates that the fieldwork is in progress at the time grades were submitted. An IP grade will be replaced by a grade of CR or NC.
Support for Candidates’ Development of Academic and Professional Standards
The School of Education is committed to the development of qualified educators to work in public, private, and Catholic schools. This commitment is made to the candidates, to the students with whom they will work, and to the general public we serve. The faculty strives to enhance each candidate’s ability to work effectively with students and families, and to be highly sought by schools and school districts. During the candidate’s course of study in the School of Education, the faculty will provide feedback and support to candidates in both their academic and professional development.
When a candidate is not able to meet the minimum academic expectations in a course, the instructor will conduct one-on-one meeting(s) with the candidate to develop a remediation plan. This plan may include, but is not limited to: referral to the program director; tutorials provided by the faculty; support from peers; or a referral to the University’s Academic Resource Center. If the candidate is not able to attain the minimum course grade needed for graduation, he/she may retake the course to attain a higher grade with approval from the program director.
All candidates are required to maintain a minimum semester and cumulative GPA of 3.0 during their course of study. Candidates will be placed on academic probation if they fail to meet the minimum GPA. The candidate will be required to meet with the program director, who will monitor the candidate’s progress. Students on academic probation must receive a “B” or better the following semester or be subject to disqualification from the University.
Professional (Non-Academic) Development
The School of Education, the California Commission on Teacher Credentialing and National Council for the Accreditation of Teacher Education have determined that non-academic qualities are necessary for educators to be successful. Non-academic factors include behaviors, dispositions, and attitudes that educators must positively develop and demonstrate. If a candidate fails to meet appropriate professional expectations in class or in field placements, the School of Education will assist with the student’s professional development.
Assistance with professional development will take the following steps:
- The instructor will consult with the student and complete a Concerns Form.
- The instructor and program director will work with the student to develop a remediation plan. Assistance may include: specific tutorials provided by any member of the faculty; a referral to LMU Student Psychological Services; or other referrals.
- The instructor, program director, and student will meet with the assistant dean if necessary.
- The program director will monitor the student’s progress in accordance with the developed remediation plan.
Students who cannot uphold academic or non-academic standards may be disqualified from their program. Students who are disqualified from one program in the School of Education are not eligible for any other program in the School.
Statement of Professional Dispositions
The National Council for Accreditation of Teacher Education (NCATE) requires the LMU School of Education to assess the professional dispositions of education credential and degree candidates. According to NCATE, professional dispositions are “The values, commitments, and professional ethics that influence behavior toward students, families, colleagues, and communities and affect student learning, motivation, and development as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice.” Throughout a candidate’s program, the faculty will assess the School of Education Unit and Program Professional Dispositions, and failure to meet professional expectations may result in a remediation process for the candidate. In extreme cases, failure to meet professional expectations could warrant dismissal from an education program. The School of Education holds four Unit Dispositions that shape the professional expectations for all candidates: “We strive to be, and to educate professionals to be, educators who: Respect and value all individuals and communities; Educate by integrating theory and practice; Advocate for access to a socially just education; and Lead in order to facilitate transformation.”
All students completing a Master of Arts degree must successfully pass a Comprehensive Examination, a Culminating Experience, or successfully complete a thesis in their subject area.
Students are required to enroll in and receive credit for 6995, Comprehensive Examination, to complete the Master of Arts degree. There is a fee charged for this zero-semester-hour course.
The comprehensive examination is not just a quantitative or cumulative extension of the examination content of all required courses. Rather, it examines a candidate’s ability to apply acquired knowledge and experiences to a set of practical problems within the candidate’s field of specialization. The comprehensive examination can be written and/or oral. The various Master of Arts degrees have specific requirements as to what type of comprehensive examination is required. Students should consult their program director as to the type of comprehensive examination required.
Select programs within the School of Education offer a thesis option in place of the comprehensive examination. The course requirement section of each program will indicate whether this option is available. Students in those programs who are interested in this option must meet the thesis guidelines as specified by their program director. In addition to meeting the thesis criteria and guidelines, students in the thesis option must complete EDLA 6950 Advanced Research Methods ; EDLA 6951 Advanced Research Design ; and EDCE 6955 Master’s Thesis I . Continuing course enrollment in EDCE 6956 Master’s Thesis II and EDCE 6957 Master’s Thesis III may also be required.
A commencement ceremony is held at the end of the Spring term for those candidates who are eligible and wish to participate. Please consult the Registrar’s website for more detailed information.
Application for Degree
Degrees are awarded at the end of the Spring, Fall, and Summer terms. Candidates must submit a formal application for degree to the Office of the Registrar. The deadlines to apply for degree are listed in the University calendar. The degree will not be posted to the candidate’s transcript if an application for degree is not submitted. See the Registrar’s website for more detailed information.
Requirements for Graduation
- All requirements for the degree must be met prior to the degree date.
- The date of the degree posted on the student’s transcript and diploma is the one by which all graduation requirements, including the application for degree, have been completed.
- A 3.0 cumulative GPA must be met prior to the degree date.
- All incomplete work required for the degree must be completed prior to the degree date.
Failure to comply with these regulations will preclude the granting of a degree. Those who have applied for a degree and do not complete the requirements before the projected date of completion for which they applied are required to reapply in a later semester.
School of Education Academic Awards
The School of Education will name an Outstanding Student for each graduate and undergraduate program, with the exception of the Doctoral program. The recipient must be a student graduating in the current academic year. The candidates for these awards are nominated and voted upon by faculty in recognition of the graduate’s academic, personal, and professional qualities that best exemplify the mission and goals of the School of Education.
Credential Application Process
The California Commission on Teacher Credentialing issues credentials upon the recommendation of the School of Education.
A credential application must be submitted to the School of Education Credential Office at the completion of the candidate’s credential program requirements. See the School of Education credential section of the website at http://soe.lmu.edu for detailed information on the credential application process.
Student Records and Materials
All materials submitted to the School of Education are property of the School of Education and will not be returned to the student. Students are advised to make copies of all materials submitted for their records.
School of Education Centers
In addition to the academic departments that house the programs identified above, the School of Education has developed several centers to further our commitment to, and work in, teaching, research, and community advocacy/support: Center for Catholic Education, Center for Equity for English Learners, Center for Math and Science Teaching, and Center for Undergraduate Teacher Preparation.
Center for Catholic Education
Executive Director: Robert Walsh, S.J.
Location: University Hall 1760
Catholic schools are an integral part of the educational systems of urban centers across the United States, serving as pillars for many communities, particularly in economically disadvantaged areas. In Los Angeles, more than 80,000 children and their families rely on these schools to provide the moral, spiritual and intellectual underpinnings that have enabled so many Catholic school graduates to become productive, socially conscious adults.
But these schools are facing significant challenges. Enrollment in Catholic schools has declined 12 percent nationally in the last decade. Many schools are struggling financially. Catholic school systems are in need of professional development for teachers and administrators, along with research into the most effective approaches to running the schools and educating increasingly diverse student bodies.
With the Center for Catholic Education, the LMU School of Education will be better positioned to assist the Archdiocese of Los Angeles, as well as Catholic school systems across the country, in ensuring that the rich tradition of Catholic education endures and grows. The CCE brings together a broad range of successful programs at SOE to advance PK-12 Catholic education by training school leaders and teachers, increasing awareness of Catholic schools’ impact on communities, and developing innovative ways to support Catholic schools. The Center for Catholic Education will serve as an anchor for Catholic schools in Los Angeles and nationally so that the rich tradition of Catholic education continues to shape morally and socially conscious men and women.
The Center for Catholic Education is committed to leadership development, teacher preparation, and research and outreach.
Center for Equity for English Learners
Executive Director: Magaly Lavadenz
Associate Director: Elvira G. Armas
Center Location: University Hall 2600
The Center for Equity for English Learners (CEEL) was established in 2006, with support from Bank of America, for the purpose of improving educational outcomes of English Learners (ELs). The Center’s research and professional development agendas will inform leadership and instructional practices for the state’s 1.5 million English Learners and the nation’s 3.5 million English Learners. CEEL’s mission is to pursue equity and excellence in the education of English Learners by transforming schools and educational systems through CEEL’s research and professional development agendas. An integral component of this work is the development of advocacy-oriented leadership. Educators who utilize students’ cultural and language resources while developing students’ academic competencies have the potential to significantly transform schools and educational systems.
Center for Math and Science Teaching
Center Location: University Hall 1300
The Center for Math and Science Teaching (CMAST) is dedicated to strengthening science, technology, engineering, mathematics (STEM) and STEM-related fields by transforming the teaching and learning of mathematics and science.
The Center provides a national model for middle schools, high schools, and universities to transform math and science education using measurable, data-driven results connected to student engagement and achievement. CMAST is currently implementing the Los Angeles Math and Science Residency (LAMS), a teacher residency program focused on training math and science teachers in urban schools. CMAST also partners with organizations and districts across the spectrum of public, charter, and Catholic schools.
CMAST’s goals are:
- Creating a professional learning community comprised of faculty, teachers, administrators, parents, students, and community members dedicated to increasing student engagement and achievement in mathematics and science.
- Finding and sharing solutions that increase the number of students who pursue science, technology, engineering, mathematics, and science and mathematics teaching as careers.
- Building teacher retention by providing opportunities for shared leadership between transformational teacher leaders, administrators, and parents.
- Designing, strengthening, and sharing best practices in teaching and learning to improve teacher quality and college-readiness.
Center for Undergraduate Teacher Preparation
Senior Director: Annette Pijuan Hernandez
Assistant Director: Michael Cersosimo
Center Location: University Hall 3346
The Center for Undergraduate Teacher Preparation is a vibrant community that draws together all who are interested in education in ways that encourage them to be engaged learners, critical thinkers, and socially responsible citizens. The Center provides matriculation-to-graduation advising and other academic and professional support to undergraduate students preparing for careers in K-12 teaching. The Center also serves as a resource for faculty and staff who provide instruction and other services in LMU’s undergraduate teacher preparation programs. Undergraduate students completing a program supported by the Center will achieve both a major in their chosen discipline, as well as fulfill the requirements set forth by the California Commission on Teacher Credentialing for a preliminary teaching credential within their time at LMU.
Teacher Preparation Programs
The Center supports a number of undergraduate programs that integrate the major with teacher preparation requirements. These teacher preparation programs can lead to attaining a preliminary multiple subjects (elementary), single subject (secondary), or special education credential. A biligual authorization is also attainable with the multiple or single subject credentials. These programs are directed by faculty and located in several departments throughout the university.*
Bellarmine College of Liberal Arts
Liberal Studies (Elementary Education)
Social Science (History and Political Science)
College of Communication and Fine Arts
Frank R. Seaver College of Science and Engineering
School of Education
Elementary Education (Preliminary Multiple Subjects Credential, K-5)
Secondary Education (Preliminary Single Subjects Credential, 6-12)
Bilingual Authorization (Added to the Preliminary Multiple or Single Subject Credentials)
Special Education (Education Specialist Credential: Mild/Moderate Disabilities, K-12)
* Although the programs above are integrated in design, an undergraduate student may major in other disciplines and still complete the requirements for a teaching credential. The Center works closely with these students and their major advisor to design an academic course of study that provides the opportunity to complete both the major and teacher preparation requirements.