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Educational Psychology

College of Education

Macintosh Humanities Building

Educational Psychology, Administration and Counseling - Credential Programs

CREDENTIAL PROGRAMS


Pupil Personnel Services

The College of Education offers two of the four Pupil Personnel Services Credential programs issued by the California Commission on Teacher Credentialing (CCTC): school counseling and school psychology.

School Counseling Credential (code 802)


The Master of Science in Counseling (School Counseling Option) and the Pupil Personnel Services School Counseling Credential Programs are designed to prepare counselors to work in elementary, middle, and high schools. Both programs support a comprehensive, developmental, and collaborative school counseling model. Based upon the American School Counselor Association’s National Standards for K-12 School Counseling Programs and their 2003 National Model, our programs further support a balanced, holistic approach that considers the academic, career development, and personal/social needs of K-12 students. Graduates are expected to become proactive leaders who will advocate for their students and themselves as counseling professionals working toward equity, achievement, and opportunity for all students.

The Pupil Personnel Services School Counseling Credential (PPS/SC) is required by the California Commission on Teacher Credentialing (CCTC) for persons employed by the public schools as school counselors. Neither a Master’s Degree nor a teaching credential is required for school counseling positions in the State of California. However, in keeping with national standards, students entering the CSULB Pupil Personnel Services School Counseling Credential Program need to earn a Master of Science in Counseling (School Counseling Option) concurrently with the credential, unless they already have a Master’s Degree in Counseling from CSULB or another institution. Thus, applicants to the Pupil Personnel Services School Counseling Credential Program who lack a Master’s Degree in Counseling must concurrently apply to the Master of Science in Counseling (School Counseling Option) Program to be considered.

Courses required for the Pupil Personnel Services School Counseling Credential are the same courses that are required for the Master of Science in Counseling (School Counseling Option). Thus, students seeking the Pupil Personnel Services School Counseling Credential are required to take all coursework required for the Master of Science in Counseling (School Counseling Option).

Minimum Requirements for Admission

1. Copies of transcripts verifying a GPA of 2.85 or higher on the last 60 semester units (or 90 quarter units) of course work taken;
2. Evidence of completing at least a baccalaureate degree with some coursework in the social sciences, behavioral sciences, or related programs prior to beginning the school counseling credential program;
3. Three letters of recommendation;
4. A type-written personal statement;
5. Interview.

Each year the School Counseling Programs Information and Application Packet is revised. Applicants must use the application developed specifically for the year for which they are applying. Students are admitted for Fall only, although admitted students may begin coursework during the preceding summer semester. Program applications must be submitted to the College of Education Graduate Office (ED1-7). Application Deadline for Fall Admission: March 1

CBEST
Admitted students must take the California Basic Educational Skills Test (CBEST) no later than the second available administration date following enrollment in the program.

Requirements

1. Completion of the Master of Science in Counseling (School Counseling Option) or an approved equivalent degree.
2. All of the following (51-57 units): COUN 506, 507 (or EDP 530 or 531 for students who have advanced to candidacy prior to Fall 2005), 510, 513, 515, 555, 606, 607, 638, 643A, 644A, and 695C; EDP 400, 520, 536, 596 and 604.
3. Field Work Prerequisites:
A. School Counseling Field Work (COUN 643A) (300 hours of approved activities, average of 20 hours per week)
(1) COUN 607
(2) Certificate of Clearance
B. Advanced School Counseling Field Work (COUN 644A) (300 hours of approved activities, average of 20 hours per week):
(1) COUN 507 (or EDP 530 or 531 for students who have advanced to candidacy prior to Fall 2005), 638, 643A; EDP 536 (or concurrent enrollment in 536)
(2) Pass CBEST
4. Certification of program completion by the faculty is required. The faculty may require students to complete additional course work, field work, or demonstrate specific competencies before recommendation to the CCTC for the PPS school counseling credential.

School Counseling Internship

For additional information, contact the School Counseling Program Coordinator.

 

School Psychology Credential (code 804)


The School Psychology Credential program, accredited by the National Association of School Psychologists (NASP) and the California Commission on Teacher Credentialing (CCTC), prepares graduates to consult with teachers, parents, administrators and others regarding the learning and behavior of children in grades PreK-12. School psychologists develop and implement interventions and monitor the progress of students with special needs, assist students in developing productive and successful school careers, and assist teachers in the areas of behavior management and instruction. A teaching credential is not required.

University Admission Application

In addition to filing a program application (see next section), prospective students must file an Application for Graduate Admission along with one complete set of official transcripts with the University Office of Admissions prior to February 13 for fall admission. Online applications are available at CSU Mentor.

Admission
1. Copies of transcripts verifying a GPA of 3.0 or higher in the last 60 semester units (or 90 quarter units) of course work;
2. Possession of a baccalaureate degree from an accredited university;
3. Three letters of reference by persons who have engaged in professional work with the applicant;
4. A written personal statement – the application form includes a list of items to be included;
5. Screening interview – after the admission committee reviews all applications, select applicants will be invited for an interview with program faculty;
6. Possession of a master’s degree in a related field or admission into the Master of Arts in Education option in Educational Psychology.

Requirements for the Completion of the School Psychology Credential
1. Students who enter the School Psychology Credential program without an earned master’s degree in one of the behavioral sciences must complete the Master of Arts in Education degree with the option in Educational Psychology;
2. Completion of the following prerequisites: EDP 405, 301 or 302, and 419; and a minimum of 60 units in graduate coursework or their equivalent (with approval of the School Psychology faculty) in the following areas of study – Educational Psychology: EDP 520, 528, and 605; Counseling: EDP 517 and COUN 601; Assessment and Intervention: EDP 524A, 524B, 525A, 525B, 527, 536, 560, 579; Practica and fieldwork: EDP 641A, 641B, 642A, and 642B; and 4 advisor-approved elective courses;
3. Students are annually evaluated for specific professional competencies. If students are found insufficient on one or more of the competencies, the student may be required to complete additional course work, practica, fieldwork, and/or other activities before being approved for the PPS intern or full credential;
4. A Certificate of Clearance and successful performance on the CBEST is required prior to enrolling in practica;
5. Fieldwork in School Psychology prerequisites: Master’s degree in related field and all program courses except EDP 527, 560, and EDP 642A and 642B;
6. Completion of the National School Psychology Examination (ETS/PRAXIS II #10400) prior to completion of the program.

School Psychology Internship
See Program Coordinator for details.
An internship is field work performed under the supervision and with the permission of the School Psychology faculty and the school district which hires the intern. In order to be recommended to a district as a possible intern, the student must have completed the prerequisites listed above in “1” through “5,” and be approved by the School Psychology credential coordinator.

 

Special Education Credentials

The Education Specialist Credential Program prepares and certifies special education teaching candidates in the CCTC Education Specialist Credential categories of Mild/Moderate and Moderate/Severe. This program does not require a Multiple or Single Subject credential as a prerequisite. An Intern Option is also available in collaboration with certain school districts. Please consult with the Teacher Preparation Advising Center for further information.

Preliminary Level I –

Education Specialist Credential and Intern Option: Mild/Moderate Disabilities (code 468) and Moderate/Severe Disabilities (code 469)


Professional Level II –

Education Specialist Credential: Mild/Moderate Disabilities (code 468) and Moderate/Severe Disabilities (code 469)


This Specialist credential program prepares candidates in the areas of Mild/Moderate and Moderate/Severe disabilities in a program approved by the California Commission on Teacher Credentialing. The program is designed so that candidates may be certified in both areas of authorization if they complete two separate field experiences, i.e., one with students with mild and moderate disabilities and one with students with moderate and severe disabilities. Upon admission to the program, candidates must identify an area of authorization and indicate whether their goal is to become certified in one or both areas. The program has two tiers: the Preliminary Level I Education Specialist Credential and the Professional Level II Education Specialist Credential. Following receipt of the Preliminary Level I Credential, candidates need to complete the Professional Level II preparation in special education within five years of the date of issuance of the preliminary credential. An Intern Option is also available in partnership with selected school districts. Please consult the College of Education Teacher Preparation Advising Center for further information. An Education Specialist Credential can also be earned in conjunction with the Integrated Teacher Education Program (ITEP). Please refer to the Liberal Studies Department for information on this.

Preliminary Level I ­- Education Specialist Credential Program (ESCP):
Mild/Moderate and Moderate/Severe

Admission to the Program

Application for admission to the Education Specialist Credential Program (ESCP) should be made the semester before beginning the required Level I courses. Students may apply to the program while taking prerequisite courses, and may be admitted on a conditional basis pending their completion. Applications are available in the Teacher Preparation Advising Center (ED1-67) or online at www.ced.csulb.edu/special-education. Applications should be submitted to the Teacher Preparation Advising Center.

Program Admission Requirements
1. Apply and be admitted to the University as a post baccalaureate (credential) student.
2. Attain a grade point average of at least 2.67 in all baccalaureate and post baccalaureate course work or a grade point average of at least 2.75 in the last 60 semester units or 90 quarter units attempted.
3. Complete and submit the Education Specialist Credential Program application by the posted application deadline. Specify area of authorization (Mild/Moderate, Moderate/Severe, or both).
4. Complete and provide documentation of a field experience of at least 45 hours in a K-12 general education classroom setting.
5. Submit two letters of recommendation from individuals who are well acquainted with your educational training, teaching, and other related experiences.
6. Submit a typed personal essay describing how your interest in special education began; the experiences, training and talents that you bring to the area of special education; your short-term and long-term career goals; and how the program’s goals fit your personal goals.
7. Submit a negative tuberculosis skin test or chest X-ray taken within the last three years. TB clearance must be valid through advanced field study (student teaching).
8. Submit one photocopy of all university and/or college transcripts.
9. Submit proof of having taken the California Basic Educational Skills Test (CBEST). You must have attempted all three parts of the CBEST. Passage of the CBEST is required before you begin your advanced field study (student teaching).
10. Complete and pass an oral interview with program faculty.
11. Demonstrate proficiency in reading and writing English by (1) attaining a minimum passing score of 37 on each of the reading and writing portions of the CBEST exam; and/or (2) through demonstration of appropriate writing skills on your personal essay and oral communication skills in the oral interview with program faculty.
12. Demonstrate personality and character traits that satisfy the standards of the teaching profession and suitable aptitude for teaching students with special needs in public schools through the application documentation and oral interview with program faculty. Candidates must continue to demonstrate appropriate personality and character traits through completion of the program.
13. Submit an application for a Certificate of Clearance to the California Commission on Teacher Credentialing (CCTC), or provide evidence of recent fingerprint clearance. Submit a copy of the Certificate as demonstration of clearance, or a copy of a certified mail receipt as demonstration of submitting an application.
14. Submit proof of having demonstrated subject matter competence by passing all three sub-tests of the California Subject Exam for Teachers: Multiple Subjects (CSET: Multiple Subjects) or the appropriate single subject CSET exam in Math, Science, or Language Arts to meet the highly qualified teacher mandate. See the Level I advisor for more information.

Applicants will be informed in writing of the decision of the program faculty regarding acceptance into the program shortly after the interview. Upon acceptance, the candidate is required to meet with an assigned program faculty for advisement and may begin taking Level I coursework in the advised sequence.

Preliminary Level I - Education Specialist Intern Program (ESIP): Mild/Moderate and Moderate/Severe
Admission to the Program

Interns are teachers of record employed by a local school district who earn their credential concurrent with their classroom teaching responsibilities. Application for admission to the Education Specialist Intern Program (ESIP) should be made the semester before beginning the required Level I courses. Application packets are available on the program website (www.ced.csulb.edu/special-education). Completed ESIP applications should be submitted to the Credential Center. Students may apply to the program while taking prerequisite courses. To be considered for admission to the ESIP, candidates must provide verification of the following:

1. Employment by a collaborating school district in a qualifying special education classroom or setting.
2. Proof of passage of the California Basic Educational Skills Test (CBEST).
3. One copy of official sealed transcripts from all universities/colleges attended indicating a grade point average of at least 2.67 in all baccalaureate and post-baccalaureate course work or a grade point average of at least 2.75 in the last 60 semester units or 90 quarter units attempted.
4. Meet the U.S. Constitution requirement (through POSC 100 or 391 or equivalent course at another institution or exam).
5. Proof of character clearance (fingerprint background check).

Program Admission Requirements
In addition to the requirements listed above, ESIP candidates will:

1. Apply and be admitted to the University as a post baccalaureate (credential) student.
2. Complete and submit to the Credential Center the Education Specialist Intern Program application by the posted application deadline. Specify area of authorization (Mild/Moderate, Moderate/Severe, or both).
3. Provide documentation of a field experience of at least 45 hours in a K-12 general education classroom setting.
4. Submit a typed personal essay describing how your interest in special education began; the experiences, training and talents that you bring to the area of special education; your short-term and long-term career goals; and how the program’s goals fit your personal goals.
5. Complete and submit CCTC application 41-4.
6. Submit a money order for $55 payable to the California Commission on Teacher Credentialing.
7. Complete and pass an oral interview with program faculty.
8. Demonstrate proficiency in reading and writing English by (1) attaining a minimum passing score of 37 on each of the reading and writing portions of the CBEST exam; and/or (2) through demonstration of appropriate writing skills on your personal essay and oral communication skills in the oral interview with program faculty.
9. Demonstrate personality and character traits that satisfy the standards of the teaching profession and suitable aptitude for teaching students with special needs in public schools through the application documentation and oral interview with program faculty. Candidates must continue to demonstrate appropriate personality and character traits through completion of the program.
10. Demonstrate proficiency in reading and writing English by (1) attaining a minimum passing score of 37 on each of the reading and writing portions of the CBEST exam; and/or (2) through demonstration of appropriate writing skills on your personal essay and oral communication skills in the oral interview with program faculty.
Applicants will be informed in writing of the decision of the program faculty regarding acceptance into the program shortly after the interview. Upon acceptance, the candidate is required to meet with an assigned program faculty for advisement and may begin taking Level I coursework in the advised sequence.

Course Requirements in the ESCP and ESIP Programs

To be considered for full acceptance in the ESCP and ESIP programs students must have completed all prerequisite courses: EDP 301 (or HDEV 307I or PSY 361) or EDP 302, EDSP 350, 454, and ETEC 444.
Fully admitted candidates must complete the core courses: EDP 405; EDSP 480, 564, 567, 569; EDEL 452, and 462.

Students in the ESIP program must identify and work closely with a site-based support team, comprised of their site support coach, principal, and other school and district support personnel throughout their Level I credential program.

Advanced Field Study (Student Teaching) Requirements in the ESCP and ESIP Programs

The final phase of the ESCP and ESIP programs is advanced field study (student teaching). Candidates are required to student teach for 5 days a week for the length of the semester(s) that they are enrolled in advanced field study courses. ESCP candidates student teach as a traditional student teacher with a master teacher. ESIP candidates use their own K-12 M/M or M/S special education classroom setting in which they are the teacher of record as their student teaching placement.

A separate application is required to advance to student teaching. Applications for student teaching must be submitted by the posted deadlines during the semester prior to which the candidate wishes to student teach. Application packets are distributed at program Field Study Information meetings, which are announced in program courses and posted on the program website. Upon notification of acceptance in student teaching, candidates register for Advanced Field Study: EDSP 587 A & B or EDSP 588 A & B.

To be eligible for advanced field study (student teaching), candidates must:
1. Pass CBEST.
2. Complete all program prerequisite and core courses. A student must have a 3.0 grade point average, with no grade below “C”, in the core courses to advance to student teaching. A grade of “D” or “F” in any of the core courses will result in the student being dropped from the program. The overall grade point average must continue to meet the program admission standard.
3. Have on file a negative tuberculosis skin test or chest X-ray valid through completion of student teaching.
4. Meet the U.S. Constitution requirement (through POSC 100 or 391 or equivalent course at another institution or exam).
5. Submit proof of character clearance (fingerprint background check).
6. Submit a student teaching application by the appropriate deadline.

To be eligible for the Preliminary Level Education Specialist Credential, candidates must successfully meet all program requirements, including passing student teaching, and pass the Reading Instruction Competency Assessment (RICA). Candidates may take the RICA at any time prior to applying for the credential. RICA information booklets are available in the Teacher Preparation Advising Center (ED1-67).

Professional Level II Education Specialist Credential: Mild/Moderate and Moderate/Severe


Professional Level II Education Specialist Credential preparation is intended to enable new Education Specialist teachers to apply their Level I preparation to the demands of their professional positions while also developing as reflective practitioners in advanced skill areas and knowledge. The Level II program incorporates several courses in the Masters of Science in Special Education program and students are encouraged to apply to the M. S. in Special Education program.

Application and Admission
Candidates are encouraged to apply for admission to the Professional Level II Education Specialist Credential program in the semester immediately prior to their anticipated completion of Level I. The CCTC requires that candidates complete Level II within five years of the completion of Level I. Candidates must be employed for at least 2 years under a Level I credential to be granted a Level II credential. Upon completion of the Level I credential, candidates have 120 days of employment to select a support provider and develop a Level II Individualized Induction Plan. To be considered for admission, candidates must provide verification of the following:

Prerequisite Conditions and Requirements
1. Admission to the University
2. Overall GPA of 2.85 in college and university course work (last 60 units)
3. Completion of Preliminary Level I Credential or Certificate of Eligibility
4. HSC 411 A or B (Health Science requirement)
5. CPR certification
6. Two letters of recommendation (from employer and a university faculty member at previous institution)
7. Interview with program faculty.
8. Attendance at an on-campus program orientation.

Professional Level II Education Specialist Credential Requirements
1. Complete EDSP 546C Practicum in Special Education and complete an Individualized Induction Plan. Select area of emphasis (mild/moderate or moderate/severe); identify specialization and action research focus; and identify non-university activities.
2. Complete the following core courses: EDSP 550 and 535.
3. Complete one specialization course: EDSP 542 or 566
4. Complete one advanced methods course: EDSP 563 or 565
5. Participate in an Exit interview with University Faculty Mentor and District Support Provider.

Administrative Services Credential Preliminary (code 501)


Administrative Services Credential

Preliminary (code 501)

Certification of school administrators is established through a two-tiered credentialing process.
Upon completion of all Preliminary Administrative Services Credential Program coursework and requirements (Tier 1), candidates apply to the California Commission for Teacher Credentialing (CCTC) for a Preliminary Administrative Services Certificate of Eligibility. The Certificate has no expiration date and authorizes the holder to seek an administrative position. The Certificate informs the future employing school district/agency of eligibility to serve. Once the candidate accepts employment as an administrator, the candidate applies to the California Commission for Teacher Credentialing for the Preliminary Administrative Services Credential authorizing the candidate to serve as an administrator in the state of California. Once issued, the Preliminary Credential is valid for five (5) years and it is not renewable.
The Professional Administrative Services Credential (Tier 2) cannot be pursued until the candidate is employed in a position requiring an administrative credential. Once issued, it is valid for five years and is renewable subject to fulfillment of professional development requirements (see complete description of the Professional Administrative Services Credential program below).

Clear Admission Requirements
Preference will be given to individuals with 3 or more years of classroom teaching and/or related educational experiences.
1. Complete the “Conditional Admission to the Program” requirements (#s 1-4) for the MA in Education, Option in Educational Administration;
2. Possess one of the following: a valid teaching, pupil personnel, library/media teacher, health services, vocational education instructor, or clinical rehabilitative services credential.

Requirements

Prerequisite: Enrollment in courses is contingent upon acceptance in the Educational Administration program and the University. Candidates who have not been accepted in the program may not enroll in Educational Administration courses.

1. EDAD 541, 544, 647A, 647B, 649, 677A, 677B;
2. EDAD 680 (Field Experience);
3. The CBEST must be passed prior to entrance into EDAD 680. The CBEST must be taken no later than the second available test administration date following enrollment in the program.

Exit Requirements
1. Verification of three years of successful experience in a position requiring one of the credentials in Item #2 of the “Clear Admission Requirements” (see above);
2. Verification of completion of the State requirement of a mainstreaming course or approved equivalent coursework;
3. Presentation of a professional Exit Portfolio to program faculty with program artifacts of course and field related experiences documenting the candidate’s competence and readiness to serve as a school administrator.

 

Professional (code 502)


Certification under the Professional Administrative Services Credential (Tier II) authorizes the candidate to serve in any position requiring the Administrative Services Credential. The Professional Credential cannot be pursued until the candidate is employed in a position requiring an administrative credential. The program requirements must be completed within the five year authorization of the Preliminary Administrative Services Credential. Once issued, the Professional Credential is valid for five years and is renewable subject to fulfillment of professional development requirements.

Prerequisites
1. Possession of a valid Preliminary Administrative Services Credential;
2. Written verification of employment in an administrative position by an educational agency.
Admission
1. Program application and evidence that prerequisites have been met;
2. Current resume;
3. Personal narrative describing philosophy of leadership and academic and professional goals while in the program;
4. Copy of valid Preliminary Administrative Services Credential;
5. Written evidence of mentor’s commitment to work with the candidate for the duration of the program;
6. Personal contact (phone, email, in person) with program coordinator prior to program application.

Requirements

The Professional Administrative Services Credential Program has a unique format intended to meet the needs of the busy, practicing administrator. Candidates complete the program in 10 semester units. The program is designed to provide the candidate with professional support through an introductory two (2) unit course (EDAD 640) in which the Mentoring and Professional Induction Plan is developed. The plan is developed collaboratively among the candidate, the school district mentor, and the University supervisor. The academic core program consists of two courses, EDAD 658 and 659, which must be completed with a grade of "B" or better. The final requirement is a two (2) unit candidate assessment (EDAD 692) in which the candidate participates in a Portfolio Exhibition.

Outline of Specific Requirements

1. Development of the candidate’s Professional Induction Plan during EDAD 640.
2. Completion of the following courses:
A. EDAD 640;
B. Core Course EDAD 658;
C. Core Course EDAD 659;
D. EDAD 692;
3. Presentation of Administrative Portfolio during EDAD 692.
Exit Requirements
1. Provide verification of two years of successful full time experience in a position requiring the Administrative Services Credential;
2. Present to program faculty, school district mentor, and a panel of other candidates a professional portfolio containing artifacts that demonstrate competency in each of the six administrative services credential standards and satisfactory progress toward attaining goals identified in the candidate’s Professional Induction Plan developed in EDAD 640.

 

Teacher Librarian Services Credential (code 700)


The 28-unit program in Library Media prepares students for service as a teacher librarian services, grades K-12, in the State of California For additional information go to www.csulb.edu/lmt.

Admission

1. Submit a University Application, March 1 for Fall or October 1 for Spring (a maximum of six units may be completed through Open University/Extension Services prior to enrollment into the University);
2. Completion of a bachelor’s degree;
3. Possession of a valid California teaching credential;
4. Passage of CBEST;
5. Overall 3.0 GPA in the last 60 semester or 90 quarter units of course work or 3.0 GPA in the completion of first 15 units of basic teaching credential course work;
6. Three letters of recommendation;
7. A one page personal statement and resume;
8. Screening interview.
Submit all materials (2-7) to the College of Education Graduate Office.

Requirements

1. Core Course (3 units): EDCI 625, or equivalent;
2. Specialization Courses (21 units): ELIB 510, 520, 530A, 530B, 540, 550, 570;
3. Field Experience (4 units): ELIB 580.

A working knowledge of word processing, databases, spreadsheets, desktop publishing, presentation software, Internet searching and e-mail usage is expected.

 

Graduate Certificate Community College (code COEDCT02)


The community college graduate certificate is designed to prepare graduate students to work in community college settings as teaching faculty or counselors. Courses offered in this program provide students with an overview of the community college and its role in the American higher education system. Students will gain insights and experiences in the classroom and in fieldwork that will strengthen their knowledge and skills in working with community college students, faculty, and staff. The certificate program consists of 18 units; 9 units are from the master’s degree program and must be approved by the student’s master’s degree program graduate advisor; and 9 units are specific to the study of college students, the community college, and fieldwork. All students will be required to:

1. Submit a Graduate Certificate in Community College application to the Office of Graduate Studies by April 1 for fall consideration or October 15 for spring consideration
2. Be enrolled in a master’s degree program or have an earned master’s degree in a discipline leading to teaching or counseling in post-secondary education settings.
3. Complete 9 units of coursework in Educational Psychology: Introduction to the Community College (COUN 552), Students in U.S. Higher Education (COUN 548), and a fieldwork class that is counseling or teaching focused (COUN 644B).
4. Complete an additional 9 units approved by their master’s degree program graduate advisor for consideration to fulfill the 18 units required for the certificate. These courses may include pedagogy, learning theory, instructional management, and/or teaching methodology courses in the student’s major area of study, or any other courses in the discipline deemed appropriate by the master’s degree program graduate advisor.

 

Graduate Certificate for Career Guidance Specialist (code COEDCT01)


This option is under consideration for suspension or discontinuance and selected courses will not be offered in the 2005-06 academic year.

Admission
1. File an Application for Graduate Admission, along with two complete sets of official transcripts, with the University Office of Admissions no later than March 1 for fall semester or October 1 for spring semester;
2. Transcripts must verify a GPA of 2.85 or higher on the last 60 semester (or 90 quarter) units of course work taken;
3. Evidence of completing at least a baccalaureate degree prior to beginning the Graduate Certificate program;
4. Two letters of recommendation (send only after notification by the program);
5. A type-written personal statement (send only after notification by the program);
6. Screening interview(s) (upon notification by the program);
7. Items 1-5 above must be on file in the department no later than November 1 for the following spring semester, or April 1 for the following fall semester;
8. Applicants are allowed only nine semester units credit applied to curriculum requirements completed prior to admission into the first semester of the program.

Requirements
1. 19 core course units: COUN 529, 530, 531, 637, and 643C;
2. Fulfillment of the Graduation Writing Assessment Requirement (GWAR);
3. Approved electives in the Departments of Educational Psychology, Administration and Counseling; Human Resources Management; Occupational Studies; Psychology or Sociology as needed to fulfill 19 units upon waiver of any core course units granted upon admission to certificate program.

 

Joint Doctor of Education in Educational Administration and Leadership (code EDADPH01)


NOTE: Admission to this program has been temporarily suspended. No new students admitted.
This joint doctoral program is a collaborative partnership between the University of California and selected campuses of the California State University (CSU) system. The program has many options designed to prepare current and future K-16 educational leaders to develop and nurture organizations that can serve the diverse populations of southern California. Program graduates will be reflective scholar practitioners aware of the complex challenges of curricula, finance, organizational dynamics, and effective collaborative partnerships with local, state, and national stakeholders in California K-16 school systems. Emphasis will be placed on the expanding and changing role of education as an intervention for social change in meeting the multifaceted needs of society. Graduates, in a cohort learning community, will experience an interdisciplinary approach to educational leadership, teaching and learning, organizational development and management, and research.
California State University, Long Beach provides the direction for the higher education leadership option. Candidates for this option/program will be selected by the Joint Admissions Committee and will be required to (a) meet the general admissions requirements of the UCI Graduate Division and (b) be recommended for admission by the Program’s Joint Graduate Admission Committee. Standards of excellence and criteria such as the following will be considered for graduate review: (a) completion of the Master’s Degree study in education, normally from one of the participating CSU campuses; (b) a minimum grade point average of 3.0 in coursework taken for the baccalaureate degree; the GPA in Master’s Degree study will also be considered; (c) three letters of recommendation from individuals familiar with the applicant’s ability to perform graduate level work; (d) a specified minimum total score on the verbal and quantitative sections of the Graduate Record Examination aptitude test; (e) quality of written materials required to be submitted by the applicants; and (f) a successful interview with at least one member of the Program’s Joint Graduate Admissions Committee.

A prescribed sequence of courses for this program is designed for three years of study including summers. After completion of all course work, the candidate advances to candidacy and undertakes the dissertation. All candidates must be formally in residence (enrolled in the equivalent of at least one 4-unit course) at the University of California, Irvine (UCI) as well as at a CSU campus for no less than three quarters/two semesters. A typical student course of study would consist of approximately 18 courses plus the dissertation beyond the Master’s Degree.

A joint Memorandum of Understanding addresses program issues and requirements. See the Ed.D. Advisor in the Educational Psychology, Administration and Counseling Department for details and the Educational Psychology, Administration and Counseling website at www.edpac.csulb.edu.