Contact Information

Executive Director: Robert Walsh, S.J.

Phone: 310.338.7303

Location: University Hall 1760

Introduction

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.

Programs

The Center for Catholic Education offers programs in specialized cohorts:

• LMU|LA CAST: For teachers employed by the Archdiocese of Los Angeles
• PLACE Corps: Teachers who are part of a teaching service corps in partnership with the Archdiocese of Los Angeles

LMU|LA CAST: Los Angeles Catholic Archdiocesan School Teachers

Director: Edmundo Litton

Location: University Hall 1760

The LMU|LA CAST program is offered in the School of Education through a partnership with the Department of Catholic Schools of the Archdiocese of Los Angeles. Candidates in the program are able to complete a Master of Arts Degree and a State of California 2042 Preliminary Teaching Credential. The LMU|LA CAST program is an important professional development opportunity for educators employed in Catholic Schools within the Archdiocese of Los Angeles. Some of the unique features of the program include:

• Saturday classes
• Classes are taught in a hybrid format (traditional classes combined with on-line classes)
• Substantial scholarships are offered
• Candidates have the opportunity to collaborate with other Catholic school teachers
• Candidates are required to infuse technology in teaching and learning

To be eligible for the LMU|LA CAST program, candidates must meet the following requirements:

1. All the admission requirements outlined in the sections for teaching credentials in Multiple and Single subjects for University Interns and Teacher Practitioners
2. Candidates must be a full-time teacher or administrator in a Catholic school in the Archdiocese of Los Angeles. Administrators (e.g., Vice Principal, Principal) must be able to teach at least part-time while enrolled in the LMU|LA CAST program. Teacher aides or pre-school teachers are not eligible for the LMU|LA CAST program.
3. Candidates must attend an information meeting held in October (for Spring admission) and February (for Fall admission). Information on these meetings is given to principals of Catholic schools and is also available from the School of Education.
4. All candidates complete the program as a cohort and must be able to commit to the two-year program. Candidates must sign a contract agreeing to program conditions prior to starting the LMU|LA CAST program.
5. Candidates are required to use Apple technology. Requirements change by year and are shared at the information meetings.

PLACE Corps-Partners in Los Angeles Catholic Education

Director: Diana Murphy

Location: University Hall 1300

Introduction

This comprehensive two-year program combines coursework for the Master of Arts in Elementary Education or Master of Arts in Secondary Education with a State of California 2042 Preliminary Teaching Credential while participating in a Catholic teacher service corps. A Master of Arts in Reading Instruction, Special Education, or Guidance and Counseling may be available to applicants who have or will have by the time the program begins a credential, license or certificate to teach, pending transcript evaluation.

The PLACE Corps is a nationally recognized teaching service corps in partnership with the Archdiocese of Los Angeles and the University Consortium for Catholic Education (UCCE). The PLACE Corps is built upon three pillars: spirituality, community, and professional development. This University program incorporates full-time teaching in an under-resourced Los Angeles Archdiocesan elementary or high school with an academic program through the School of Education.

The ideal candidate for the PLACE Corps is an enthusiastic recent college graduate who has an appreciation for Catholic education and wishes to “give something back.” The PLACE Corps member, serving as a role model in Catholic schools, will be instrumental in maintaining the traditions of Catholic education in Los Angeles.

The ideal candidate has an ardent desire to work with young people. There are no prerequisite courses, other than a Bachelor’s degree in any field. PLACE Corps recruits nationally. Interested students in the local area should attend an information meeting in the fall and subsequent application distribution meeting.

PLACE Corps members work under contract as teachers for the Archdiocese of Los Angeles. Acceptance into the program is contingent upon the availability and offer of a compatible teaching position in an Archdiocesan PLACE Corps partner school. A portion of the Corps member’s salary will contribute toward housing and other member expenses.

Participants of this service corps may be eligible for the AmeriCorps Education Award and an LMU grant which contribute toward tuition.

Those admitted to the new cohort are required to attend the Orientation Weekend in April. The orientation includes such topics as program expectations, the academic program, housing, and program funding. Incorporated into the weekend is an opportunity for the PLACErs to meet their principals. Contracts for employment will be offered by the Archdiocese through the individual school.

Application Deadline: The PLACE Corps application has two components, an online and paper application. The deadline for the online application is January 17. The deadline for the paper application is January 31. The full-time commitment begins the subsequent summer.

Admission Requirements

The PLACE Corps admits an average of 25 members per cohort. Admission to the PLACE Corps requires the following:

1. Candidates must complete all admission requirements outlined in either the Multiple Subjects or Single Subject credential program as described in respective sections. Please refer to the Teacher Practitioner/Intern sections of Elementary or Secondary Education in this bulletin for more details.
2. Graduate Division online application, PLACE Corps application, Statement of Intent, three letters of recommendation, signed letter of commitment, and a Judicial Affairs clearance
3. Interview with PLACE Corps Selection Committee
4. Observation Hours: All candidates must present acceptable evidence of having completed at least 20 hours of observation in a culturally and linguistically diverse setting within the age range they are planning to teach. It is beneficial to the candidate to do so within a public school setting as these 20 hours may be applied towards the 60 hours of public school observations required for credential requirements for teachers in private and parochial schools. Any remaining hours of public school observations still required may be completed during the first summer of PLACE Corps participation.

Program Requirements

PLACE Corps members will begin their two-year commitment with participation in a program summer retreat designed to support and inspire members. Participants are invited to become actively involved in ongoing spiritual aspects of the program while fully engaged in an intentional community to which they are assigned.

In addition to specific program requirements, PLACErs must satisfy all contractual obligations of the school to which they are assigned.

In the fall, while living in community, PLACE Corps members will begin their teaching, along with taking two classes (generally one night per week) each semester.

For the most part, over the two-year period, PLACE Corps members will be enrolled in courses as a cohort. If a PLACE has an academic background which includes prior education courses, the PLACE Corps staff will work with the PLACEr in making appropriate adjustments to his/her respective course of study. Any exception to the recommended sequence must be approved by both the PLACE Corps director and coordinator. PLACErs must take only their prescribed courses and may not take any additional coursework concurrently.

The sequence of academic coursework will be outlined at the Orientation Weekend in April. The PLACE Corps academic program is comprehensive and includes all the coursework and field experience required to obtain a State of California 2042 Preliminary Teaching Credential and Master of Arts degree.

CMAST-Center for Math and Science Teaching

Contact Information

Director: Kathy Clemmer

Location: University Hall 1300

Introduction

CMAST is dedicated to strengthening science, technology, engineering, mathematics (STEM) and STEM-related fields by transforming the teaching and learning of mathematics and science.

Loyola Marymount University’s Center for Math and Science Teaching (CMAST) 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

LAMS-Los Angeles Math and Science Residency

Introduction

The Los Angeles Math and Science Residency (LAMS) is an innovative and rigorous year-long teacher training partnership program that integrates practice, content, theory, and pedagogy through an in-field apprenticeship model within The Alliance for College-Ready Public Schools in the Los Angeles region.

The LAMS Program advances student achievement by developing highly trained, effective math and science teachers for high-needs schools who will become future transformative leaders in math and science education.

Admission Requirements

To apply for the LAMS Residency Program, you must:

• be a college graduate with a B.A. or B.S., preferably in mathematics, engineering, biology, chemistry, or physics (minimum 3.0 GPA)
• have strong math or science content knowledge, at a minimum, candidates must have a minor in mathematics, engineering, biology, chemistry, or physics
• have passed the Math or Science tests for the California Subject Examinations for Teachers (CSET) and California Basic Skills Test (CBEST)
• desire to pursue a teaching career and become a highly effective math or science teacher and future transformative leader in Los Angeles urban schools serving low income and minority students
• have an unwavering commitment to teaching in urban schools for at least 4 years

MAST Teacher Leader (TL) Certificate

Introduction

In the CMAST TL Certificate, TLs learn how to demonstrate effective teaching practices, coach their colleagues, and teach their colleagues in Professional Learning Seminars centered around teaching the CCSS through MAST at their respective sites and within their organizations. Throughout each course of the certificate, TLs take on more responsibility in leading their colleagues, through a gradual release of responsibility from CMAST faculty to the TL.

CMAST institutionalizes a combination of university classes, professional development seminars, in-class demonstrations, and virtual learning components to train TLs how to analyze student and teacher data, teach students and adults, share leadership with administrators, design STEM curriculum, and collaborate with faculty and community members to create and sustain the MAST System.

Center for Equity for English Learners

Contact Information

Director: Magaly Lavadenz

Phone: 310.338.2924

Associate Director: Elvira G. Armas

Location: University Hall 2600

Introduction

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 the Center’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.