Program Learning Outcomes

1. Perform ethical decision-making model in accordance with state and federal law and professional ethical codes. [Knowledge of diverse populations and counseling needs.]
2. Know cultural dimensions (race, ethnicity, SES, sexual orientation) of self and others in ways that are integrative, contextual and reflective of systems of oppression.
3. Assessment and understanding of mental health concerns and the application of basic counseling skills used to direct/suggest appropriate interventions.
4. Apply theory to practice by knowing what fits for them and their future professional environments and client populations.
5. Proficiently facilitate the group process.
6. Understand and manage personal biases, attitudes, and beliefs.

1. Identify and apply appropriate statistical techniques.
2. Employ measurement theories to critique educational assessment.
3. Apply quantitative/ qualitative research methodology in educational research and evaluation.
4. Apply theories of motivation, learning, and development to facilitate child and adolescent learning.
5. Critically analyze research in educational psychology.

1. Use effective assessment and pedagogy, including universal access to ensure equity for all students.
2. Demonstrate understanding of current trends and issues in special education.
3. Engage in action research in order to improve practices within the classroom or at the school site.

1. Present arguments in writing that reflect analysis, synthesis, and application of research
2. Demonstrate breadth and depth of knowledge of past, current, and emerging content & issues in special education
3. Evaluate research-based practices in assessment, curriculum, and instruction for students with disabilities.
4. Advocate for positive outcomes for individuals with disabilities from the viewpoints of people with disabilities, their families, professionals in the field, and the legal system.
5. Demonstrate an in- depth understanding of legal, moral, & ethical guidelines & perspectives in special education.
6. Demonstrate ability to engage in culturally responsive collaboration with families and professionals

1. Apply knowledge of multicultural, ethical & legal issues pertaining to using ICT with the global community.
2. Synthesize leadership principles within the practice of information and educational technology.
3. Apply instructional design principles to design and develop educational materials.
4. Integrate theoretical perspectives to review, interpret, and apply research in educational technologies.
5. Demonstrate effective written, electronic, and oral communications that reflect critical thinking and information literacy. 
6. Locate, assess, and apply online resources to create learning experiences.
7. Promote reading for learning, personal growth, and enjoyment.
8. Organize collections according to standard library cataloging and classification principles.

1. Demonstrate diagnostic skills sufficient for entry level in a clinical or counseling setting.
2. Draw upon family systems theoretical models and demonstrate ability to work in a systematic fashion with families.
3. Use an actual case to develop an appropriate treatment plan that includes attention to: 1) developmental issues; 2) legal and ethical issues; 3) evidence-based approaches for treatment of specific disorders.

1. Synthesize concepts and ideas in the area of social and cultural analysis of education.
2. Identify implications of social and cultural theories for educational practice in a variety of settings.
3. Formulate strategies for effecting social and educational justice.
4. Construct complex written arguments related to social and cultural issues in education.
5. Produce sophisticated academic writing related to the social and cultural analysis of education.
6. Engage in critical dialogue related to educational policies, practices, and pedagogies.

1. Plan, organize, and implement a comprehensive, developmental, data-driven, urban school counseling program
2. Develop an appropriate theoretical and philosophical foundation for an urban school counseling program committed to addressing the achievement gap and promoting student academic, career, and personal/social development
3. Successfully deliver school counseling services in a culturally sensitive and developmentally appropriate fashion
4. Identify community, environmental, and institutional opportunities that enhance—as well as barriers that impede—the academic, career, and personal/social development of students and advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students
5. Monitor and evaluate the results of a school counseling program

1. Knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services.
2. Knowledge of individual and developmental differences, abilities, disabilities, and cultural, social, and linguistic influences on the acquisition of academic skills, human learning, and cognitive processes; use of various data collection methods for instructional decision making regarding student needs and program effectiveness; and knowledge of evidence-based curriculum and instructional strategies.
3. Knowledge of individual and developmental differences, abilities, disabilities, and cultural and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; use of various data collection methods to make decisions regarding student needs and program effectiveness; and knowledge of evidence-based strategies to promote social–emotional functioning and mental health.
4. Knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.
5. Knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health.

1. Develop a   shared vision of learning that is supported by the school community.
2. Advocate, and sustain a school culture and instructional program conducive to student learning and staff professional growth.
3. Manage the organization, operations, and resources to foster a safe, efficient, and effective learning environment.
4. Collaborate with families and community members, respond to diverse community needs, and mobilize community resources.
5. Model a personal code of ethics and develop professional leadership capacity.
6. Understand, respond and influence the larger political, social, economic, legal, and cultural context.
7. Demonstrate ability to utilize and apply research skills to solve a school or district based problem.

1. Develop a shared vision of learning that is supported by the school community.
2. Advocate, and sustain a school culture and instructional program conducive to student learning and staff professional growth.
3. Manage the organization, operations, and resources to foster a safe, efficient, and effective learning environment.
4. Collaborate with families and community members, respond to diverse community needs, and mobilize community resources.
5. Model a personal code of ethics and develop professional leadership capacity.
6. Understand, respond and influence the larger political, social, economic, legal, and cultural context.

1. Students demonstrate the ability to advocate for all stakeholders, utilizing the knowledge and tools necessary, to create and sustain vibrant educational environments.
2. Students demonstrate the knowledge and skills to apply organizational theory, management skills, leadership strategies, and data to transform organizations.
3. Students demonstrate the ability to select, interpret, and apply theory and research to address a variety of compelling problems in urban education.
4. Students demonstrate the ability to plan and conduct research and evaluation studies with a clear purpose to improve educational lives of others and based on findings make recommendations to improve future educational practices.
5. Students demonstrate foundational and practical knowledge to incorporate ethical, legal, and professional behaviors to increase equitable educational opportunities and academic achievement for all students.

1. Draw upon a deepened understanding of themselves, diverse others, and institutional structures to develop educational programs that promote educational access and success for all students, especially those from historically underrepresented populations.
2. Apply fundamental counseling skills, theoretical orientations, and advising and referral plan to dialogue partner and fieldwork experiences.
3. Draw upon an analysis and evaluation of the historical and philosophical foundations of the student affairs profession as well as major student development theories (psychosocial, cognitive, moral, life span, typological, and college impact) to develop educational programs that promote student development and learning.
4. Apply basic leadership and organization theories along with core management skills (planning, environmental scanning, legal compliance, risk management, use of technology, budgeting, and human resource management to student affairs practice as reflected in case studies and in practicum and fieldwork experiences.
5. Demonstrate their understanding of student affairs scholarship in the analysis, synthesis, and evaluation of current research as well as in the design and implementation of formative evaluations and research projects.

1. Develop and apply theoretical insights and research findings to curriculum, instruction, and assessment in K-12 schools.
2. Analyze how the major philosophical and historical paradigms of elementary and secondary education have influenced contemporary reform movements, curricula, and instructional practices.
3. Identify and analyze current multicultural issues and policies in education in the U.S. and globally from a critical perspective.
4. Analyze how knowledge in their subject area is conceptualized, created, organized, and assessed by analyzing a curriculum and assessment system.
5. Design and conduct an action research study, using appropriate data gathering and analysis techniques.
6. Collect and analyze data appropriate for their action research questions and goals, utilizing academic research that informs the study.

1. Identify and analyze current multicultural and language issues and policies in the U.S. and globally.
2. Evaluate the applicability of informal and formal assessment measures to determine their validity for language minority students.
3. Demonstrate knowledge of major theoretical bases for language minority students in a curriculum module (related to the teaching of reading/language arts and/or critical literacy).
4. Analyze and apply fieldwork data of students’ home language & literacy practices in a classroom literacy plan to inform instruction.
5. Synthesize published literature for informing an action research question related to the education of language minority students.
6. Apply knowledge of cognitive and societal bilingualism to a contemporary educational issue.
7. Analyze and interpret data to address an action research question.
8. Evaluate personal and professional stances with respect to language minority education in an ethically and socially responsible manner.

1. Analyze theoretical perspectives that relate to young children and their families.
2. Demonstrate competency in building family and community relationships.
3. Apply principles of teaching and learning to early childhood classrooms.
4. Analyze current issues, debates, discussions, and research in the field of early childhood education.
5. Apply understanding of leadership roles that benefit children and families.
6. Analyze children’s issues and early childhood education around the world.
7. Apply understanding of cultural diversity to personal philosophy and practices.

1. Describe contemporary issues in mathematics education addressed in NCTM and California principles and standards.
2. Design various assessments, interpret, and use assessment results for planning and teaching mathematics.
3. Apply research-based instructional strategies in teaching.
4. Integrate contemporary technologies in mathematics planning, teaching, and assessment at the K-8 level. 
5. Integrate pre-algebra and algebra content and pedagogy in K-8 classrooms. 
6. Design research in their own teaching settings relating to mathematics education.
7. Collect, analyze and interpret data related to research questions.

1. Engaging and Supporting All Students in Learning (TPE 4, 5, 6)
2. Creating and Maintaining Effective Environments for Student Learning (TPE 10, 11)
3. Understanding and Organizing Subject Matter Knowledge for Student Learning (TPE 1)
4. Planning Instruction and Designing Learning Experiences for all Students (TPE 7, 8, 9)
5. Assessment Student Learning (TPE 2, 3)
6. Developing as a Professional Educator (TPE 12, 13)

1. Provide literacy leadership at the school site or district level.
2. Assess and evaluate students’ strengths, needs, and achievement in literacy by using a variety of measures
3. Design and deliver appropriate instruction in reading/language arts for all students, including diverse learners, based upon assessment results.
4. Articulate and apply theoretical foundations in reading/language arts to current theory and research.
5. Integrate technology into reading /language arts instruction.
6. Communicate information to other professionals in the education community

1. Makes subject matter comprehensible to students
2. Assesses student learning
3. Engages and supports all students in learning
4. Plans instruction and designs learning experiences for all students
5. Creates and maintains an effective environment for student learning
6. Develops as a professional educator

1. Identify and cite current legal mandates including federal and state legislation pertaining to the physical education for individuals with disabilities including the design of an individualized educational program (IEP) for individuals with disabilities.
2. Create an assessment report in physical education appropriate for individuals with various disabilities.
3. Construct an appropriate physical education instructional program for individuals with disabilities that includes the design of unit plan.
4. Construct and implement a positive behavior management plan in physical education appropriate for individuals with disabilities.
5. Teach, analyze, and reflect physical education lessons (i. e., lesson plan) for individuals with disabilities.
6. Articulate an APE philosophy that includes the essential skills and content knowledge to teach physical education to individuals with disabilities.

1. Demonstrate Proficiency in Language Arts Subject Matter.
2. Demonstrate Proficiency in Mathematics Subject Matter.
3. Demonstrate Proficiency in Natural Sciences Subject Matter.
4. Demonstrate Proficiency in History & Social Science Subject Matter.
5. Demonstrate Proficiency in Visual and Performing Arts Subject Matter.

Note: Outcomes 6-11 (Pedagogical outcomes) for liberal studies' candidates  are defined and assessed by the MSCP program.

1. Understand, articulate, and apply current theories and research on literacy instruction.
2. Assess literacy development of all students, including English learners, and design appropriate instruction based on assessment data.
3. Design and deliver appropriate literacy instruction for all students, including diverse learners, based upon assessment results.
4. Understand and articulate linguistic concepts, and theories and research related to first and second language acquisition, and apply concepts, theories, and research to literacy instruction for all students, including diverse learners.
5. Integrate technology into literacy instruction and teaching literacy across curriculum for all students, including diverse learners.

1. Candidates can implement accurate and appropriate listening and oral communication skills with clients, client’s families, clinical supervisors, and with the use of interpreters.
2. Candidates can write professional clinical reports, research papers, and documentation using organized structure and accurate content.
3. Candidates can effectively counsel clients with different backgrounds and needs demonstrating respect, privacy, and the client’s best  interests.
4. Candidates can administer and interpret appropriate  measures to diagnose communication disorders
5. Candidates can write and implement  clear and effective intervention plans, with measurable and achievable goals

1. Provide continuum of prevention and intervention services
2. Advocate for and partner with families for service integration
3. Understand and apply California laws related to child welfare and attendance, and special education
4. Understand and apply relevant empirical and evidence-based school social work practice
5. Assess, design, advocate for and deliver culturally-appropriate direct and indirect services
6. Practice according to the NASW Code of Ethics and the NASW’s Standards for Social Work Services

1. Demonstrate understanding of inclusive practices, family-school-community collaboration, and Multi-tiered Systems of Support to meet the needs of diverse learners
2. Demonstrate effective behavioral, emotional, and environmental supports for students in culturally diverse settings
3. Identify and respond to issues related to diversity in education, including culturally responsive instruction and access to the curriculum for all students
4. Demonstrate and apply the knowledge and skills to teach academic content to students with various backgrounds and abilities, including English language learners and students with disabilities within a Multi-tiered System of Support framework (focus on Tier 1)
5. Demonstrate and implement appropriate evidence-based interventions and develop IEPs for students with diverse learning needs within a Multi-tiered System of Support framework (focus on Tiers 2 & 3)
6. Demonstrate and apply appropriate knowledge and skills for effective assessment to plan for instruction and to monitor student progress
7. Demonstrate and apply appropriate knowledge and skills for effective assessment, instruction, and accommodation for students with moderate and severe disabilities
8. Demonstrate knowledge and skills to assess and plan for transition across the lifespan for individuals with disabilities
9. Demonstrate teaching effectiveness for all students as measured by student outcomes