Vision: The School of Education programs support the development of qualified, competent, and caring education professionals who prepare a diverse student population to become active and thoughtful participants in a democratic society.
Mission: The School of Education leads the campus in an all-university approach to preparing education professionals. These professionals create, assess and modify environments, practices, and policies to foster the achievement of each and every learner; they strive for equity in schools and society; and they are committed to inquiry and professional growth for themselves and the advancement of PK-20 education.
School of Education faculty model leadership in their teaching, scholarship, and service through a grounded, reflective learn-by-doing approach and through sustained collaborations with their education partners: PK-12 schools, families, community colleges, universities, and local, state, and national agencies.
Learning Goals: All candidates who complete a credential or master’s degree in the School of Education will:
Be Qualified, Competent, and Caring ProfessionalEducators
Integrate Principles and Practices of Professional Fields to Support Student Learning
Engage in Cross-Disciplinary and Collaborative Practices
Demonstrate Authentic Assessment Practices Designed for StudentSuccess, Individual Growth, and Program Improvement
Effect Sustainable Communities in a MulticulturalEnvironment
Engage in Professional Practices
Programs: The School offers a wide variety of courses and programs leading to careers in education. Common to all programs is a commitment to excellence, to partnerships and collaboration, and to preparation for future educational challenges. As the state's population grows, enrollments in grades PK–12 increase and with them the demand for well-prepared teachers, and specialists in administration, special education, and higher education.
To meet the need for excellence in the field, the School seeks talented, creative students who are committed to a long-term career in education and to the improvement of educational processes and institutions.
The School offers programs that lead to a preliminary credential in Multiple Subject or Single Subject teaching, in Administrative Services or as an Education Specialist or Agriculture Specialist. Added authorizations are available in a variety of subject areas and bilingual education.
The School offers four master's degrees; see the Graduate Programs section for more information.
Stressing the "learn by doing" philosophy, the School provides opportunities for extensive on-site observation, tutoring, and clinical practice in educational settings. Cal Poly maintains cooperative relations with surrounding school districts and area educational agencies. Within our service area, teacher candidates and master's students can learn in cross-cultural, city and rural settings.
Teacher Education
Education Bldg. (02), Room 120
805.756.2126
The following credential programs are accredited by the California Commission on Teacher Credentialing (CTC) to prepare candidates and recommend these credentials.
Teaching Credential Programs
Agriculture Specialist
Multiple Subject
Single Subject: Agriculture
Single Subject: Biological Science
Single Subject: Chemistry
Single Subject: English
Single Subject: Geosciences
Single Subject: Mathematics
Single Subject: Physics
Single Subject: Social Science
Single Subject: World Languages – French
Single Subject: World Languages – Spanish
Bilingual Authorization: Spanish
Education Specialist: Mild/Moderate Disabilities (see Graduate section in School of Education)
Credential programs consist of coursework and school-site experiences, including the clinical practice known as student teaching, that are required to obtain a preliminary teaching credential in California. Coursework in credential programs in the state of California is required to fit within two years of full-time study. In some instances, candidates are able to take prerequisite courses as an undergraduate.
Application deadlines are established for each specific program. Detailed information about application deadlines and other requirements is available on the School of Education website at https://soe.calpoly.edu.
Multiple Subject Teaching
A multiple subject teaching credential permits someone to teach all subjects in a self-contained classroom up to the 8th grade, and Cal Poly’s Multiple Subject Teacher Education Preparation (MSTEP) program prepares candidates to earn this credential. Entry to the MSTEP program requires completion of an undergraduate degree, subject matter coursework and prerequisite coursework, which can be taken either as part of an undergraduate degree or at the post-baccalaureate level. Some prerequisite courses have specific requirements for enrollment (e.g. senior or graduate standing); hence, early advising is critical and interested individuals are encouraged to contact the School of Education Credential Office for this purpose.
Multiple subject candidates must demonstrate subject matter competency, and the California Commission on Teacher Credentialing provides several pathways. For more information, please visit this website: https://www.ctc.ca.gov/educator-prep/subject-matter-requirements. During the MSTEP program, candidates take courses in methods of teaching specific subjects, and they engage in clinical practice (student teaching) in elementary school classrooms and participate in seminar courses designed to bridge university- and school-based learning experiences. Special attention is paid to learning how to teach young students whose first language is not English, so a credential earned from the MSTEP program is designated as English learner authorized. Detailed information about steps to apply to the MSTEP program and state requirements for a multiple subject teaching credential can be found on the School of Education website at https://soe.calpoly.edu.
Single Subject Teaching
The single subject teaching credential is for candidates who wish to teach a specific content area at the secondary level, and Cal Poly’s Single Subject Teacher Education Preparation (SSTEP) program prepares candidates to earn this credential. Single subject candidates must demonstrate subject matter competency, and the California Commission on Teacher Credentialing provides several pathways. For more information, please visit this website: https://www.ctc.ca.gov/educator-prep/subject-matter-requirements. Demonstration of subject matter competency must be completed before candidates begin the credential program.
During the SSTEP program, candidates take education and content-specific methods courses as they engage in clinical practice (student teaching) in secondary schools and participate in seminar courses designed to bridge university- and school-based learning experiences. Special attention is paid to learning how to teach students whose first language is not English, so a credential earned from the SSTEP program is designated as English learner authorized. Detailed information about steps to apply to the SSTEP program and state requirements for a single subject teaching credential can be found on the School of Education website at https://soe.calpoly.edu.
Candidates for the single subject teaching credential in Agriculture or the Agricultural Specialist credential complete their preparation program through the Agricultural Education and Communication Department at Cal Poly and should communicate with the department credential advisor for further information or advisement (Dr. Nicole Ray, at 805-756-0661 or nray04@calpoly.edu).
Mild/Moderate Education Specialist
A Mild/Moderate Education Specialist Credential in California is a teaching credential that authorizes individuals to work with students who qualify for special education services with mild to moderate support needs. This credential allows educators to teach in special education settings or provide specialized support in general education classrooms for students in K-12 grades.
At Cal Poly, the Mild/Moderate Education Specialist Credential is fully integrated with the Master of Science in Special Education. This program offers a streamlined pathway to professional certification and advanced expertise in special education. This rigorous two-year program follows a full-time/part-time structure, allowing candidates to earn their Education Specialist Credential after the first year and begin teaching while completing their master's degree during the second year. The curriculum emphasizes evidence-based practices in applied behavior analysis, preparing graduates to effectively support diverse learners in K-12 settings. During the master's portion, candidates conduct a year-long educational inquiry project within their own classrooms, applying theoretical knowledge to real-world educational challenges. This top-tier program balances academic excellence with practical experience, producing highly qualified special education professionals equipped to make meaningful differences in students' lives.
Demonstration of subject matter competency must be completed before candidates begin the credential program. During the special education (SPED) credential program, candidates take courses in methods of teaching students with disabilities, and they engage in clinical practice (student teaching) in elementary, middle, or high school classrooms and participate in seminar courses designed to bridge university- and school-based learning experiences. Special attention is paid to learning how to teach young students whose first language is not English, so a credential earned from the SPED program is designated as English learner authorized. Detailed information about steps to apply to the SPED program and state requirements for an education specialist teaching credential can be found on the School of Education website at https://soe.calpoly.edu.
NOTE: Credential requirements are subject to change. Please check with program advisors for up-to-date information.
Admission Requirements
Details concerning specific requirements are available from the appropriate advisor, the advisement handbook, or at https://soe.calpoly.edu.
The requirements for admission to Cal Poly to pursue a multiple subject credential, single subject credential, or education specialist credential differ. All applicants must first apply for admission to graduate studies in Education at Cal Poly by completing an application at https://calstate.edu/apply.
Preliminary Credential
California has a two-tiered credentialing system. Initial credentialing to be a teacher requires earning a preliminary credential. Cal Poly programs provide a route to this credential, and it allows a person to be hired as a classroom teacher in public schools in California. Contact the School of Education Credential Office for program-specific admission requirements, which include obtaining a Certificate of Clearance.
To make successful progress through a credential program, a candidate must maintain an overall grade point average of a 3.0 (grade of a B on a scale where A = 4.0) or better in all program courses. Candidates must also complete additional application steps at specified transition points. Check with the pertinent credential program advisor, handbook, and/or website (see https://soe.calpoly.edu) to determine all requirements to be completed for a specific credential program. A teacher candidate must provide evidence of completion of all state- and program-mandated requirements and have that verified by the SOE Credential Office in order to be recommended for a preliminary credential.
Clear Credential
The second tier of teacher credentialing in California is the clear credential. California Senate Bill 2042 transferred the recommending of a clear teaching credential to school districts via Induction Programs. Graduates obtaining their preliminary credential from Cal Poly should consult the school district employing them for information about Induction Programs and obtaining a clear credential.
Added Authorizations
A teaching credential can be enhanced by adding authorizations, such as supplementary and/or subject matter authorizations and bilingual authorizations. These authorizations may allow teachers to teach additional subjects, or in the case of the bilingual authorization, to teach their content in a language other than English without completing a full professional preparation program for that content area. For multiple subject candidates, supplementary and subject matter authorizations may allow teachers to teach at additional grade levels. We encourage candidates to consider whether it is possible to add these as a part of completing their preliminary credential. To earn an authorization, candidates must complete a specific number of course credits or course sequence. See www.ctc.ca.gov for specific information on these authorizations and consult with your credential advisor to plan your coursework in order to meet the necessary requirements for any additional authorizations desired.
The Educational Leadership and Administration Program offers the California Preliminary Administrative Services Credential for eligible candidates who hold a valid CLEAR California teaching or service credential and who have completed five (5) years of full-time teaching/service with this credential. The Administrative Internship Program is an option for those who are requested by their employing district to concurrently serve in an administrative position while completing the requirements for the California Preliminary Administrative Services Credential.
California Preliminary Administrative Services
This program emphasizes a comprehensive knowledge of K-12 school administration including applied theory, administration and leadership, schools in contemporary society, and effective management related to educational outcomes. As a basis for credential recommendation, the preliminary program emphasizes applied theory with actual experience in fieldwork assignments and an evaluation of administrative competence.
The credential program requires 38 semester units, all of which are applicable to the MS in Educational Leadership and Administration. The Preliminary Administrative Services Credential authorizes service in any administrative position at any grade level (K-12) in California.
Administrative Intern
This program supports districts that have an immediate need for an administrator and are without suitable candidates. Candidates earn the Preliminary Administrative Services Credential as they serve in an administrative capacity within a one-year time frame.
Education Specialist (Mild/Moderate Disabilities)
Preliminary
This credential authorizes the holder to teach in the following settings: special day classes, special schools, home/hospital settings, correctional facilities, nonpublic schools and agencies, and resource rooms. Education Specialist candidates must demonstrate subject matter competency by completing an approved subject matter waiver program in elementary education or provide evidence of passing the Multiple Subject California Subject Examinations for Teachers (CSET). Demonstration of subject matter competency must be completed before candidates begin the credential program.
The program is designed to prepare candidates to work with pupils with mild/moderate disabilities, which include specific learning disabilities; mild to moderate intellectual disabilities; attention deficit and attention deficit and hyperactivity disorders; and serious emotional disturbances, and authorizes serving individuals in K-12, and in classes organized for adults through age 22.
A full-time candidate may complete the requirements in one calendar year. The Education Specialist program is heavily field based and requires 36 units, most of which are apply to the MS in Special Education (i.e. 20 units).
A Multiple or Single Subject teaching credential is not required for admission. However, some coursework taken for the Single Subject or Multiple Subject Credential program may meet prerequisite course requirements for the Education Specialist Credential program.
The bolded first line begins with a capitalized abbreviation that designates the subject area followed by the course number and title. The unit value is also displayed.
Term Typically Offered: F = Fall, SP = Spring, SU = Summer
CR/NC: Indicates a course is offered on a Credit/No Credit grading basis only. GE Area: Indicates the General Education (GE) Area for which the course may fulfill a requirement. See the course description for details. USCP: Indicates that credit in the course satisfies the U.S. Cultural Pluralism requirement. GWR: Indicates the course will satisfy the Graduation Writing Requirement, if the student earns a grade of C or better AND receives certification of proficiency in writing based on a 500-word in-class essay.
Prerequisite: Coursework to be completed and/or requirements to be met before taking the course Corequisite: Course or courses that must be taken in a previous term or in the same term Concurrent: Course or courses that must be taken in the same term Recommended: Course with supporting content that is recommended, but is not required to be taken in a previous term or in the same term
The course description summarizes the purpose and key topical areas of the course, and includes special requirements if they exist. It indicates the mode of instruction, such as lecture and/or laboratory; if no mode is indicated, the course is supervised independent study. If a course can be taken more than once for credit, the description will indicate that either major credit or total credit is limited to a specified number of units. Some course descriptions end with information about whether the course was "formerly" another course or whether the course is cross-listed. A cross-listed course is the same course offered within multiple subject areas, MCRO/WVIT 3301 Wine Microbiology for example.
Term Typically Offered: F Prerequisite: Admission to School of Education Masters of Curriculum and Instruction Program.
Educational inquiry in PK-12 classrooms through analysis of contemporary issues in education. Theoretical and philosophical assumptions that undergird qualitative, quantitative and mixed-methods research. Course is offered online only. 4 seminars.
CI 5502Educational Research Methods and Classroom Research(4 units)
Term Typically Offered: SP Prerequisite: Admission to the School of Education Masters of Curriculum and Instruction Program.
A broad understanding of qualitative, quantitative, and mixed methods research methods and how/when they should be employed. Conceptualizing educational research, constructing measurement instruments, collecting and analyzing qualitative and quantitative data, drawing inferences, and writing research proposals. Course offered online only. 4 seminars.
CI 5510Foundations of Social Justice Education(4 units)
Term Typically Offered: F Prerequisite: Admission to School of Education Masters of Curriculum and Instruction Program.
Review of theories and research related to social justice education. Prepares graduate students to develop practices for advocating for students of global majority. Course offered online only. 4 seminars. Formerly EDUC 531.
CI 5511Designing Curriculum and Instruction that Disrupts Patterns of Inequality in Schooling(4 units)
Term Typically Offered: SP Prerequisite: Admission to School of Education Masters of Curriculum and Instruction Program.
Perspectives, principles, and practices for designing curriculum and implementing authentic pedagogy. Emphasis on designing curriculum and implementing advanced instructional strategies to disrupt inequities in schools. Course offered online only. 4 seminars. Formerly EDUC 523.
CI 5512Educators as Change Agents(3 units)
Term Typically Offered: SU Prerequisite: Admission to School of Education Masters of Curriculum and Instruction Program.
Critically examine educational institutions that students are a part of and how individuals and/or groups have facilitated systemic, community-based change in the field of education. Course is offered online only. 3 seminars.
CI 5598Project(3 units)
Term Typically Offered: SU CR/NC Prerequisite: CI 5501.
Completion and presentation of the results of a research project that addresses a meaningful question in the practice of education. Total credit limited to 6 units. Credit/No Credit grading only. Course offered online only. Formerly EDUC 598.
EDUC Courses
EDUC 2207Children's Learning and Development in Educational Settings(3 units)
Term Typically Offered: F, SP
Introduction to developmental and learning theories of children/teens. Emphasis on observations/interactions with culturally and linguistically diverse learners. 2 lectures, 1 activity. Crosslisted as CD/EDUC 2207. Formerly CD/EDUC 207.
EDUC 2270Selected Topics(1-3 units)
Term Typically Offered: TBD Prerequisite: Consent of instructor.
Directed group study of selected topics. The Class Schedule will list topic selected. Repeatable up to 6 units. 1 to 3 lectures. Formerly EDUC 270.
EDUC 3300Historical, Philosophical, and Social Foundations of Public Education(3 units)
Term Typically Offered: F, SP Prerequisite: Junior standing; completion of GE Area 1 with grades of C- or better (GE Area A for the 2020-26 catalogs); and completion of one lower-division course in GE Area 4 (GE Areas D1 or D2 for the 2020-26 catalogs).
Historical, philosophical, and social foundations of public education in relation to school curriculum, instruction and dispositions of effective teachers. Structured observation and participation in PK-12 public schools with attention to instructional practices for diverse learners. 2 seminars, 1 activity. Formerly EDUC 300.
EDUC 4400Special Problems for Advanced Undergraduates(1-3 units)
Term Typically Offered: TBD CR/NC Prerequisite: Junior standing and consent of instructor.
Individual investigation, research, studies or surveys of selected problems. Repeatable up to 6 units. Credit/No Credit grading only. Formerly EDUC 400.
EDUC 4402Learning to Teach PK-8 Health and Physical Education with Diverse Populations(3 units)
Term Typically Offered: F, SP Prerequisite: Admission to the Multiple Subject Teacher Preparation Program.
Instructional methodologies in health and physical education. Design and implementation of elementary school instruction to address standards for health and physical education. Course offered in hybrid format with classroom-based and online learning. 2 lectures, 1 activity. Formerly EDUC 402.
EDUC 4403Developing Teachers of Color(3 units)
Term Typically Offered: SP Prerequisite: Junior standing; and completion of GE Area 6 (GE Area F for the 2020-26 catalogs).
Developing and supporting teachers of Color in elementary and secondary (PK-12) education. Focus on structural factors associated with underrepresentation of teachers of Color, culturally sustaining pedagogies, and resources to support teachers of Color. 3 seminars. Formerly EDUC 403.
EDUC 4405Social, Historical and Cultural Influences on Latinx Students in Education(4 units)
Term Typically Offered: SP Prerequisite: SPAN 202 or SPAN 2202 with a grade of B or better or consent of instructor.
Socio-cultural, historical, political, economic, and educational systems in Latin America and the United States. Factors that influence identity and Latinx schooling experience. Half of the course is delivered in Spanish. Course may be offered in online or hybrid format. 3 seminars, 1 activity. Formerly EDUC 405.
EDUC 4411Fundamentals of Teaching(4 units)
Term Typically Offered: SU Prerequisite: Admission to Single Subject Credential Program.
Inquiry into sociocultural, historical, philosophical, and psychological foundations of education. Introduction to curriculum design that supports disciplinary literacy development. Emphasis on teaching culturally and linguistically diverse learners in secondary schools. Course offered online only. 4 lectures. Formerly EDUC 416.
EDUC 4412Access to Learning for a More Equitable Society(4 units)
Term Typically Offered: F Prerequisite: Admission to the Single Subject Credential Program.
The role of race, ethnicity, language, and inequality in public school experiences of diverse learners. Organization and design of culturally democratic secondary school classrooms contextualized within access to learning. 4 lectures. Formerly EDUC 412.
EDUC 4418Teaching Emergent Bilingual Students and Students with Alternative Support Needs(4 units)
Term Typically Offered: F Prerequisite: Admission to the Single Subject Credential Program.
Culturally responsive instruction to meet the linguistic, social, and academic needs of individual students in diverse classrooms, including emergent bilinguals and students with alternative and extensive support needs. 4 lectures. Formerly EDUC 418.
EDUC 4426Seminar in Education(2 units)
Term Typically Offered: SP CR/NC Prerequisite: Admission to the Single Subject Credential Program.
Exploration of critical issues and topics in education including translanguaging, equity-centered trauma-informed instruction, media and digital literacies, and interdisciplinary curriculum with an emphasis on project-based learning. Credit/No Credit grading only. 2 seminars.
EDUC 4427Culturally Responsive Methods and Inquiry for Teaching Emergent Bilinguals(3 units)
Term Typically Offered: F, SP, SU Prerequisite: Senior standing, and Liberal Studies major or Equity in Education Minor; or graduate standing.
Theories, methods, materials and assessment involved in the culturally responsive instruction of Emergent Bilinguals/English Learners (ELs). Bilingual, transitional, and English-only programs compared across an historical framework. An integrated language arts approach emphasizing theories of language acquisition. Participation in public schools requires mandated fingerprint clearance. Course may be offered in classroom-based or online format. 2 lectures 1 activity. Formerly EDUC 427.
EDUC 4428Learning to Teach PK-3 Literacy with Diverse Populations(4 units)
Term Typically Offered: F, SP Prerequisite: Senior standing and Liberal Studies major; or graduate standing.
Integration of theory and practice for planning, instruction and assessment in a comprehensive, research-based PK-3 literacy and language arts program, enabling all children to effectively read, write, speak, and listen. 3 seminars, 1 activity. Formerly EDUC 428.
EDUC 4429Learning to Teach 4-8 Literacy in Schools with Diverse Populations(3 units)
Term Typically Offered: F, SP Prerequisite: Admission to the Multiple Subject Teacher Preparation Program.
Integration of theory and practice for planning, instruction and assessment in a balanced, comprehensive, research-based 4-8 literacy and language arts program to enable children of all abilities and background to read, write, speak, listen and think effectively. 3 seminars. Formerly EDUC 429.
EDUC 4431Learning to Teach K-8 Social Studies with Diverse Populations(3 units)
Term Typically Offered: F, SP Prerequisite: Admission to the Multiple Subject Teacher Preparation Program.
Curriculum instruction and assessment concepts regarding teaching social studies to culturally diverse students in grades K-8, to promote civic competence and the development of elementary students' knowledge and reasoning in the social sciences. 3 seminars. Formerly EDUC 431.
EDUC 4433Foundations of Bilingual Education and Biliteracy Instruction(4 units)
Term Typically Offered: F Prerequisite: Admission to the Spanish Authorization for Bilingual Educators (SABE) Program.
Theories, policies and practices associated with bilingual education and biliteracy instruction for Latinx students in California. Observation and teaching in bilingual classrooms. Approximately half of course is delivered in Spanish. Course may be offered in online or hybrid format. 3 seminars, 1 activity. Formerly EDUC 433.
EDUC 4435Learning to Teach PK-8 STEM with Diverse Populations I(4 units)
Term Typically Offered: F, SP Prerequisite: Admission to the Multiple Subject Teacher Preparation Program.
Curriculum, instruction, and assessment concepts regarding teaching science, technology, engineering and mathematics to culturally diverse students in grades PK-8 with emphasis on inquiry-based teaching. 4 seminars. Formerly EDUC 435.
EDUC 4436Learning to Teach PK-8 STEM to Diverse Populations II(2 units)
Term Typically Offered: F, SP Prerequisite: EDUC 435 or EDUC 4435.
Differentiation, culturally relevant instruction, and assessment concepts related to teaching STEM to culturally diverse students in grades PK-8. 2 seminars. Formerly EDUC 435.
EDUC 4439Multiple Subject Clinical Practice Seminar I(3 units)
Term Typically Offered: F, SP CR/NC Prerequisite: Admission to the Multiple Subject Teacher Preparation (MSTEP) Program.
Discussion of contemporary educational issues and classroom practice; reflection on beginning clinical experiences in elementary education and their connection with educational theory and research. Credit/No Credit grading only. 3 seminars. Formerly EDUC 439.
EDUC 4440Educating Individuals with Exceptional Needs(3 units)
Term Typically Offered: F, SP Prerequisite: EDUC 300 or EDUC 3300; and admission to a School of Education credential program.
Terminology, identification, and issues associated with addressing the needs of students with exceptionalities in the general education classroom. Emphasis on inclusion, diversity, federal and state legislative mandates, parental involvement, individualized education programs and foundations in special education. Course may be offered in classroom-based or hybrid format. 2 lectures, 1 activity. Formerly EDUC 440.
EDUC 4449Introduction to Clinical Practice(1 unit)
Term Typically Offered: SU Prerequisite: Admission to the Single Subject Credential Program.
Prepares teacher candidates for clinical practice, exploring topics such as coteaching, professional responsibilities, humanistic approaches to classroom management, and reflecting on practice. Course offered online only. 1 lecture.
Term Typically Offered: F, SP CR/NC Prerequisite: Admission to the Multiple Subject Teacher Preparation (MSTEP) Program.
Tasks, timelines, evaluation rubrics, and academic writing support in relation to the Elementary Education Teacher Performance Assessments that are required for teacher credentialing in California. 2 seminars. Credit/No Credit grading. Formerly EDUC 450.
EDUC 4455Multiple Subject Clinical Practice Seminar II(3 units)
Term Typically Offered: F, SP CR/NC Prerequisite: Admission to the Multiple Subject Teacher Preparation (MSTEP) Program. Corequisite: EDUC 454 or EDUC 4469.
Discussion of contemporary educational issues, state education policies and expectations for effective classroom practice; reflection on clinical experiences in elementary education and their connection with educational theory research. Participation in public schools requires mandated fingerprint clearance. Credit/No Credit grading. Course may be offered in classroom-based or hybrid format. 3 seminars. Formerly EDUC 455.
EDUC 4460Clinical Practice I(2-4 units)
Term Typically Offered: F, SP CR/NC Prerequisite: Admission to a School of Education credential program.
Teacher candidates work part-time alongside a cooperating teacher in a PK-12 classroom, engaged in coplanning, coinstructing, and coassessing. Candidates practice, reflect upon, and receive feedback on teaching skills. The Class Schedule will list subtitle selected. Repeatable up to 8 units. Credit/No Credit grading only. Formerly EDUC 460.
EDUC 4469Clinical Practice II(6-10 units)
Term Typically Offered: F, SP CR/NC Prerequisite: EDUC 460 or EDUC 4460; and admission to a School of Education credential program.
Teacher candidates work full-time alongside a cooperating teacher in a PK-12 classroom, engaged in coplanning, coinstructing, and coassessing. Candidates practice, reflect upon, and receive feedback on teaching skills. The Class Schedule will list subtitle selected. Credit/No Credit grading only. Formerly EDUC 469.
EDUC 4470Special Advanced Topics(1-3 units)
Term Typically Offered: TBD Prerequisite: Consent of instructor.
Directed group study of special topics for advanced students. The Class Schedule will list topic selected. Repeatable up to 6 units. 1 to 3 lectures. Formerly EDUC 470.
EDUC 5500Individual Study(1-3 units)
Term Typically Offered: F, SP CR/NC Prerequisite: Graduate standing and consent of instructor.
Advanced study planned and completed under the direction of a faculty member. Repeatable up to 6 units. Formerly EDUC 500.
EDUC 5570Special Advanced Topics(1-3 units)
Term Typically Offered: TBD Prerequisite: Graduate standing and consent of instructor.
Directed group study of special topics for graduate students. The Class Schedule will list topic selected. Repeatable up to 6 units. 1 to 3 lectures. Formerly EDUC 570.
ELAP Courses
ELAP 5510Education Finance and Resource Allocation(3 units)
Term Typically Offered: SP Prerequisite: Admission into the MS in Educational Leadership and Administration Program.
Financing public schools in America: historical and current sources and types of funding. District-level and site-level funding and budgeting, including priorities and purchasing procedures. Financial implications of personnel contracts and obligations. Course may be offered in online or hybrid format. 3 seminars. Formerly EDUC 510.
ELAP 5511Educational Law and Governance(3 units)
Term Typically Offered: SP Prerequisite: Admission into the MS in Educational Leadership and Administration Program.
Legal aspects of PK-16 educational administration, including unions, collective bargaining, contract administration, and administration of special programs. Governing roles of federal, state, and local agencies, including boards and district administrators. Course may be offered in online or hybrid format. 3 seminars. Formerly EDUC 511.
ELAP 5512Education Organization and Management(3 units)
Term Typically Offered: F Prerequisite: Admission into the MS in Educational Leadership and Administration Program.
Principles of organizational leadership and management, sustainability, systems thinking, and ethical decision-making practices, leadership and their relationship to educational effectiveness and productivity. Course meets the requirements of the Cal Poly Sustainability Learning Objectives. Course may be offered in online or hybrid format. 3 seminars. Formerly EDUC 512.
ELAP 5515Educational Program Evaluation and Personnel Management(3 units)
Term Typically Offered: F Prerequisite: Admission into MS in Educational Leadership and Administration Program.
Supervision, management, and evaluation of educational curriculum, programs, and personnel. Focus on program management including data analysis, monitoring, and alignment related to educational leadership. Human resources management and supervision. Course may be offered in online or hybrid format. 3 seminars. Formerly EDUC 515.
Term Typically Offered: F, SP CR/NC Prerequisite: Admission into MS in Educational Leadership and Administration Program; and the Administrative Services Credential program.
Administrative credential candidates work alongside a PK-12 clear credentialed administrator. Candidates practice, reflect upon, and receive feedback on administrative skills based on the California Administrative Performance Expectations. Repeatable up to 9 units. Credit/No Credit grading only. Formerly EDUC 518.
ELAP 5519Professional e-Portfolios for Educational Leaders(1 unit)
Term Typically Offered: SP CR/NC Prerequisite: Admission into MS in Educational Leadership and Administration Program.
Creation of exemplars of professional practice keyed to standards for the California Preliminary Administrative Services Credential. In addition to class sessions, faculty meet individually with students to address portfolio development on a case-by-case basis. Credit/No Credit grading only. Course may be offered in online or hybrid format. 1 lecture. Formerly EDUC 519.
ELAP 5586Introduction to Inquiry in Education(4 units)
Term Typically Offered: F Prerequisite: Admission into MS in Educational Leadership and Administration Program.
Examination of the social construction of knowledge and the philosophical basis of quantitative and qualitative research related to Educational Leadership and Administration. Introduction to professional literature search techniques and to professional organizations as a basis for educational inquiry. Course may be offered in online or hybrid format. 4 seminars. Formerly EDUC 586.
ELAP 5587Leadership in STEAM Education(3 units)
Term Typically Offered: SU Prerequisite: Admission into MS Enrollment in the Educational Leadership and Administration Program.
Educational leadership innovative strategies in integrating Science, Technology, Engineering, Arts, and Mathematics (STEAM) in educational organizations. Emphasis and analysis of technological advances, the future of learning, and best practices in STEAM teaching and learning for educational leaders. Course may be offered in online or hybrid format. 3 seminars. Formerly EDUC 587.
ELAP 5588Ethical Leadership, Culture, and Learning(3 units)
Term Typically Offered: SU Prerequisite: Admission into MS in Educational Leadership and Administration Program.
Application of ethical and culturally responsive leadership in educational institutions will be examined. Review of theory and research relating to the social and organizational context in which ethical leadership, learning, and teaching takes place. Course may be offered in online or hybrid format. 3 seminars. Formerly EDUC 588.
ELAP 5589Educational Research Methods(4 units)
Term Typically Offered: SP Prerequisite: Admission into MS in Educational Leadership and Administration Program; and EDUC 586 or ELAP 5586.
Educational research methodologies, application of inferential and descriptive statistics, research techniques related to educational leadership and administration. Course may be offered in online or hybrid format. 4 seminars. Formerly EDUC 589.
ELAP 5590Research Application in Education(4 units)
Term Typically Offered: SU Prerequisite: Admission into MS in Educational Leadership and Administration Program; and EDUC 589 or ELAP 5589.
Application of action research techniques to problems in educational leadership and administration. Completion and presentation of the results of an inquiry project required. Course may be offered in online or hybrid format. 4 seminars. Formerly EDUC 590.
ELAP 5597Comprehensive Examination(1 unit)
Term Typically Offered: F, SU CR/NC Prerequisite: Admission into MS in Educational Leadership and Administration Program and consent of instructor.
Comprehensive assessment for a non-thesis master's student showing integration of knowledge, critical and independent thinking, and mastery of the subject matter: educational leadership and administration. Enrollment in this course occurs in the final term to fulfill the culminating experience. Credit/No Credit grading only.
HCSA Courses
HCSA 5501Introduction to Higher Education Counseling and Student Affairs(3 units)
Term Typically Offered: F Prerequisite: Admission into the MS in Higher Education Counseling and Student Affairs Program.
Overview of the higher education counseling and student affairs profession, history, philosophy, theory and ethics. 3 seminars. Formerly EDUC 555.
HCSA 5510Counseling and Advising in Higher Education(3 units)
Term Typically Offered: SP Prerequisite: Admission into the MS in Higher Education Counseling and Student Affairs Program.
Theories and practice of identity-responsive counseling and advising in higher education settings. Culturally responsive integration and application through written reflection, direct practice, and ongoing peer and faculty feedback. Course may be offered in classroom-based or online format. 3 seminars. Formerly EDUC 560.
HCSA 5511Legal and Ethical Issues in Higher Education Counseling and Student Affairs(3 units)
Term Typically Offered: SP Prerequisite: Admission into the MS in Higher Education Counseling and Student Affairs; and EDUC 555 or HCSA 5501.
Consideration of legal codes, ethical principles, professional standards and competency within the context of cultural variables as they affect the practice of higher education counseling and student affairs. 3 seminars. Formerly EDUC 564.
HCSA 5520Multicultural Issues in Higher Education and Student Affairs(3 units)
Term Typically Offered: SP Prerequisite: Admission into the MS in Higher Education Counseling and Student Affairs Program.
Development of multicultural awareness, knowledge, and skills required of student affairs professionals to create and sustain inclusive and affirming campus environments for diverse student populations. 3 seminars. Formerly EDUC 556.
HCSA 5521Introduction to Research and Assessment in Higher Education Counseling and Student Affairs(3 units)
Term Typically Offered: F Prerequisite: Admission into the MS in Higher Education Counseling and Student Affairs Program.
Research and assessment methods in higher education settings: qualitative and quantitative, critical, culturally responsive literature review, designs and data collection techniques, descriptive and inferential statistics, qualitative coding. Course may be offered in classroom-based or online format. 3 seminars.
HCSA 5530Leadership and Consultation in Higher Education Counseling and Student Affairs(3 units)
Term Typically Offered: SP Prerequisite: Admission into the MS in Higher Education Counseling and Student Affairs Program.
Critical perspectives to examine leadership theories, models, and processes with emphasis on social identities' role on facilitating social change on college campuses, community, and counseling settings. 3 seminars. Formerly EDUC 566.
HCSA 5531Student Development Theory in Higher Education Counseling and Student Affairs(3 units)
Term Typically Offered: F Prerequisite: Admission into the MS in Higher Education Counseling and Student Affairs Program.
Exploration of the roles and competencies of the student development specialist in higher education counseling and student affairs. Review of relevant developmental theories with emphasis on practical implementation. 3 seminars. Formerly EDUC 562.
HCSA 5540Higher Education Administration(3 units)
Term Typically Offered: F Prerequisite: Admission into the MS in Higher Education Counseling and Student Affairs Program.
Develop an understanding of higher education administration within the historical, organizational, legal, and philosophical characteristics of education in the United States. Course may be offered in classroom-based or online format. 3 seminars.
HCSA 5541Group Facilitation(3 units)
Term Typically Offered: F Prerequisite: Admission into the MS in Higher Education Counseling and Student Affairs Program; and EDUC 560 or HCSA 5510.
Explore and practice different ways to conduct groups, understanding of the different stages of group development, dynamic interactive processes of group work and the implications of conducting groups for diverse populations. 3 seminars. Formerly EDUC 561.
HCSA 5550Career Counseling(3 units)
Term Typically Offered: SP Prerequisite: Admission into the MS in Higher Education Counseling and Student Affairs Program.
Focus on the study and application of career development theories. Utilizing appraisal instruments, community resources, occupational information, and counseling techniques for career counseling and advisement. Course may be offered in classroom-based or online format. 3 seminars. Formerly EDUC 557.
HCSA 5551Adult Learning, Communication and Conflict Resolution(3 units)
Term Typically Offered: SP Prerequisite: Admission into the MS in Higher Education Counseling and Student Affairs Program.
Introduction and application of adult learning theories in higher education and community settings. Impact of culture on adult learning, interpersonal communication and conflict as key catalysts for learning. 3 seminars.
HCSA 5560Field Experience in Higher Education Counseling and Student Affairs(2 units)
Term Typically Offered: F, SP CR/NC Prerequisite: Admission into the MS in Higher Education Counseling and Student Affairs Program.
Application of higher education counseling and student affairs coursework in colleges and community settings. Credit/No Credit grading only. Repeatable up to 12 units. Formerly EDUC 573.
HCSA 5580Advanced Multicultural Issues in Higher Education Counseling and Student Affairs(3 units)
Term Typically Offered: SP Prerequisite: Admission into the MS in Higher Education Counseling and Student Affairs Program; and EDUC 556 or HCSA 5520.
Course focuses on socio-cultural issues, social change and intersectionality theories. Addresses multicultural skill development; advocacy; facilitation of discussions on racial, ethnic, and diversity issues. 3 seminars.
HCSA 5581Advanced Research and Assessment in Higher Education Counseling and Student Affairs(3 units)
Term Typically Offered: F Prerequisite: Admission into the MS in Higher Education Counseling and Student Affairs Program; and HCSA 5521.
Analysis, interpretation and presentation of research and assessment results conducted in higher education curricular and co-curricular student services settings including program evaluation, quantitative and qualitative methods. Course may be offered in classroom-based or online format. 3 seminars. Formerly EDUC 565.
HCSA 5591Community College Counseling(3 units)
Term Typically Offered: F Prerequisite: Admission into the MS in Higher Education Counseling and Student Affairs Program.
Overview of community college principles, history, legal and ethical standards, and structure. Role of counselors within the community college system and various programs that serve marginalized students. 3 seminars.
HCSA 5598Project(3 units)
Term Typically Offered: SP CR/NC Prerequisite: Admission into the MS in Higher Education Counseling and Student Affairs Program.
Capstone course engages application, completion and presentation of higher education counseling and student affairs program learning objectives as it relates to programmatic coursework. Credit/No Credit grading only.
SPED Courses
SPED 4420Clinical Practice in Special Education I(4 units)
Term Typically Offered: F CR/NC Prerequisite: Admission into the Preliminary Special Education Credential Program.
Teacher candidates work part-time alongside a cooperating teacher with a mild/mod Education Specialist credential in a PK-12 classroom. Candidates practice, receive feedback, and reflect on teaching skills. Credit/No Credit grading only. Formerly EDUC 442.
SPED 4451Introduction to Teaching Special Education(3 units)
Term Typically Offered: F Prerequisite: Admission into the Special Education Integrated MS and Education Specialist Credential Program.
Introduces skills preservice teachers need to be effective teachers. Builds understanding of the lesson planning process, high-leverage practices for teaching special education, and professional dispositions. 3 lectures.
SPED 4490Clinical Practice in Special Education II(6 units)
Term Typically Offered: SP CR/NC Prerequisite: Admission into the Preliminary Special Education Credential Program; and SPED 442 or SPED 4420.
Teacher candidates work full-time alongside a cooperating teacher in a PK-12 classroom or service delivery model for students with mild to moderate disabilities. Candidates practice, receive feedback, and reflect on teaching skills. Credit/No Credit grading only. Formerly EDUC 449.
SPED 4552Barriers and Accessibility for Students with Mild to Moderate Disabilities(3 units)
Term Typically Offered: SP Prerequisite: Admission into the Special Education Integrated MS and Education Specialist Credential.
Support for language, second language development, vision, hearing, health conditions including ADHD, mobility, physical and psychological trauma, emotional and behavioral needs, assistive and instructional technology, and understanding family needs and perspectives. 3 lectures.
SPED 5546Reading, Language Arts, and Literacy-based Social Studies Instruction in Special Education(4 units)
Term Typically Offered: F Prerequisite: Admission into the Special Education Integrated MS and Education Specialist Credential Program.
In-depth methods course about the principles of science-based reading instruction and literacy-based social studies instruction. Early reading, phonics, writing and spelling, and comprehension. 4 lectures. Formerly EDUC 546.
SPED 5548Science, Technology, Engineering, and Mathematics Instruction in Special Education(4 units)
Term Typically Offered: SP Prerequisite: Admission into the Special Education Integrated MS and Education Specialist Credential Program.
Methods course on the content and research-based instructional practices for teaching science, technology, engineering, and mathematics to students with mild to moderate disabilities. 4 lectures. Formerly SPED 545.
Term Typically Offered: F Prerequisite: Admission into the Integrated MS in Special Education and Education Specialist Credential Program.
Development and implementation of Individualized Education Programs (IEPs) for students with disabilities, including assessment, goal-setting, transition planning, communication, and collaboration with all stakeholders. 3 lectures Formerly SPED 588.
SPED 5554Positive Behavioral Interventions and Supports(3 units)
Term Typically Offered: SP Prerequisite: Admission into the Special Education Integrated MS and Education Specialist Credential Program.
Evidence-based practices for supporting student behavior. Classroom management techniques based on positive behavioral interventions and supports. 3 lectures. Formerly EDUC 554.
SPED 5586Introduction to Research in Special Education(3 units)
Term Typically Offered: F Prerequisite: Admission into the Special Education Integrated MS and Education Specialist Credential Program. Concurrent: SPED 5598.
Introductory course on the research practices in special education, including history and foundations, single case research designs, basic group research designs, measurement, ethical decision-making, and searching and interpreting scientific literature. 3 lectures.
Term Typically Offered: SP Prerequisite: SPED 588 or SPED 5552 with a grade of C- or better; or consent of instructor.
Complex scenarios and advanced problems of practice in Individualized Education Programs (IEPs) including communication and collaboration, post-secondary transitions, due process, self-led IEPs, and manifestation determination. 3 lectures. Formerly EDUC 552.
SPED 5589Advanced Research Methods in Special Education(3 units)
Term Typically Offered: SP Prerequisite: SPED 5586 with a grade of C- or better or consent of instructor. Concurrent: SPED 5598.
Advanced research practices in special education, including single case research methods, mixed methods, effect sizes, and meta-analysis. 3 lectures.
Term Typically Offered: SP Prerequisite: Admission into the Special Education Integrated MS and Education Specialist Credential Program; EDUC 554 or SPED 5554.
Evidence-based, classroom, behavior management in a multi-tiered system of support. Collecting, analyzing, and using behavioral data to support outcomes for students with disabilities. 3 lectures.
SPED 5591Advanced Teaching Seminar in Special Education(2 units)
Term Typically Offered: F Prerequisite: Admission into the Special Education Integrated MS and Education Specialist Credential Program.
In-depth seminar about the development, implementation, and assessment of specialized instruction. IEPs, collaboration, assessment, and effective instruction for students with mild to moderate disabilities. Course may be offered in classroom-based or online format. 2 seminars.
SPED 5598Special Education Research Project(2 units)
Planning, proposing, and conducting original research in local K-12 classrooms or other applied settings. Inquiry project which is the culminating experience in the MS in Special Education.
Daniel J. Almeida B.A., Dartmouth College, 2002; M.A., Boston College, 2005; Ph.D., University of Southern California, 2016.
Efrain Brito B.A., George Washington University, 1997; M.A., Stanford University, 1998; Ph.D., 2021.
Andrew M. Byrne B.A., Grove City College, 1996; M.S., East Carolina University, 2005; Ph.D., 2013.
Tina Cheuk B.S., University of Chicago, 1999; M.A., Stanford University, 2007; Ph.D., 2019.
Stephen A. Crutchfield B.S., Missouri State University; 2005; M. Ed., The University of Kansas, 2010; Ph.D., 2014.
Tanya R. Flushman B.A., University of California, Santa Cruz, 1998; M.S., State University of New York, College at Buffalo, 2006; Ph.D., Vanderbilt University, 2012.
Megan Guise B.S., Millersville University, 2002; M.Ed., 2004; Ph.D., University of Pittsburgh, 2009.
Chance Hoellwarth B.S., California Polytechnic State University, San Luis Obispo, 1991; M.S., University of California, Davis, 1994; Ph.D., 1997.
Jessica L. Jensen B.A., University of Iowa, 2008; M.A., Viterbo University, La Crosse, 2010; Ph.D., University of Iowa, 2017.
Natasha Neumann B.A., University of California, San Diego, 1997; M.A., Azusa Pacific University, Azusa, 2008; Ed.D., University of Southern California, Los Angeles, 2017.
Olivia Obeso B.S., University of Arizona, 2013; M.A., Seattle Pacific University, 2017; Ph.D, UC Los Angeles, 2024.
Sonia H. Ramrakhiani B.A., Psychology, St. Xavier’s College in India, 2010; M.S., Clinical Mental Health Counseling, Syracuse Univeristy, 2013; Ph.D., Old Dominion Univiersity, 2017.
Briana M. Ronan B.A., University of Texas, Austin, 2005; M.A. ,Universidad de Alcala, Spain, 2008; M.A., Teachers College, Columbia University, 2010; Ed.D., Teachers College, Columbia University, 2014.
Andrea Fabiana Somoza-Norton B.A., University of Nevada, Reno, 1999; M.S., University of Nevada, Reno, 2004; Ed.D., University of Massachusetts, Lowell, 2012.
Leah Wood B.S., Davidson College, 2003; M.A.T., University of North Carolina, Charlotte, 2009; Ph.D., 2014.
