School of Education

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In 1948, the University established the Department of Education under the leadership of Paul J. Harney, S.J. From its inception and through the decades of the 1950’s and the 1960’s the Department had a highly reputed teacher preparation program. In addition to the teacher preparation program, the School offered several masters degree programs.

In 1972 the Board of Trustees established the School of Education and in 1975 the first doctoral students were admitted to study for the newly approved Doctor of Education degree. From 1975 to 1980 the enrollment grew rapidly in the doctoral programs; in addition, innovative master’s degree and credential programs were offered off-campus at various sites throughout the state. Currently, the School enjoys a well-established reputation as a leading School of Education dedicated to meeting the needs of professional educators through academic programs, research and other services.

The USF School of Education offers a variety of pre-service and in-service programs to persons committed to careers in education.

The University is authorized by California’s Commission on Teacher Credentialing to recommend candidates for:

BASIC TEACHING CREDENTIALS

• Multiple Subject
• Multiple Subject Bilingual Authorization
• Single Subject
• Single Subject Bilingual Authorization

SERVICE AND SPECIALIST CREDENTIALS

• Pupil Personnel Services
• Special Education Mild/Moderate Education Specialist
• Preliminary Administrative Services Credential

The Credential

Students pursuing a credential must conform to all policies and regulations contained in the sections of this catalog pertaining to the credential programs.

Before applying to credentialing or licensing agencies, students must complete all requirements specified in the subsequent curriculum section of this catalog. Students are responsible for being informed of all current State of California regulations pertaining to the credential.

The Master’s Degree

Master’s students must conform to all of the policies and regulations contained in previous sections of this catalog. In addition, in order to be awarded the Master of Arts in the program to which they have been admitted, students must complete all requirements which are specified in the subsequent curriculum section of this catalog. Students should consult the “Handbook for Master’s Students.”

Students who are pursuing a state granted license are responsible for being informed of all State of California regulations and requirements pertaining to licensure.

The Doctoral Degree

Doctoral students must conform to all of the policies and regulations contained in previous sections of this catalog as well as those contained in the current Doctoral Student Handbook. Students should also consult their individual departments for additional information. In order to be awarded the Doctorate in the program to which they have been admitted, students must complete all requirements which are specified in the subsequent curriculum section of this catalog. Doctoral students also are expected to complete each stage of the program as described in the following:

First Year Portfolio (Competency) Requirement:

The initial admission to any of the doctoral programs - International & Multicultural Education, Learning & Instruction, Organization & Leadership, and Catholic Educational Leadership - is a preliminary decision. Students develop a portfolio during their first year in order to demonstrate competence in research methodology and department specific content. During this period, students work closely with department faculty in the preparation of their portfolios. Check with the department Program Assistant for specific requirements.

Qualifying Presentation

Some doctoral programs in the School of Education require successful completion of a qualifying presentation. Information may be obtained from the program faculty adviser.

Overall Description of the Dissertation

The doctoral dissertation is a piece of original, independent research in an area of educational significance. It reflects the candidate’s knowledge and understanding of the related literature and of the research methodology appropriate to the investigation. The dissertation in the form of an organized and competently written study should represent a contribution to the knowledge base in the candidate’s field or area of specialization.

Formation of a Dissertation Committee

A doctoral dissertation committee includes a chairperson and two additional members of the faculty who are qualified in either or both the substantive area of the student’s research topic and the design and procedures of the student’s research method. The dissertation committee guides the student’s development of a research topic and reviews and evaluates the dissertation proposal and the dissertation. Doctoral students are required to file an Application for Appointment of a Doctoral Dissertation Committee during or upon completion of Dissertation Proposal Seminar 709 or 729. Approval of the dissertation committee is required prior to enrollment in 790, Dissertation Proposal Development.

Dissertation Proposal

Before beginning the research of a doctoral dissertation, students must submit a dissertation proposal to the dissertation committee. The proposal should describe the problem to be investigated, the methodology/design to be used, instrumentation, the proposed plan of data collected and analysis, a theoretical rationale, a review of the literature, the probable contribution the dissertation would make to the field, and procedures for the protection of human subjects when appropriate. Students should submit an application to the IRBPHS for the research design and methods prior to the defense. The proposal must be approved by the dissertation committee (during an oral dissertation proposal defense) while enrolled in 790, Proposal Development, and submitted for approval to the Associate Dean of the School.

Advancement to Candidacy

After a student completes a minimum of 51 credits, passes any qualifying presentation required by the program, submits a dissertation proposal approved by the dissertation committee, and receives approval from the IRBPHS, he/she is ready to apply for advancement to candidacy. This application helps to verify that, upon successful completion of all required courses and the submission of an approved doctoral dissertation, the student has satisfied all requirements and is eligible for the Ed.D. degree. The student will need the signature of the chair of the dissertation committee before submitting the application to the Dean’s Office.

The Advancement to Candidacy Form is submitted at the same time as the approved proposal. The student will receive written notice from the Associate Dean when advanced to candidacy. Advancement to Candidacy is necessary prior to enrolling in 791, Dissertation Research and Writing.

Final Dissertation

A dissertation developed from a proposal must demonstrate mastery of an area of specialization and the ability to investigate a problem in an analytic, creative, and scholarly way. The final work must be submitted to and approved by the student’s Dissertation Committee (during the oral defense) while enrolled in 791, Dissertation Research and Writing. Guidelines are published in the Doctoral Student Handbook and the Final Procedures Packet.

Graduate Mission and Goals

The School of Education offers credential and graduate programs designed to meet the needs of aspiring and practicing educators, counselors, and leaders. Marked by its urban setting, the School reaches out and contributes to the several communities we serve.

By valuing the individual, the School provides a caring, interactive, and academically challenging climate through:

• Instilling a passion for knowledge, wisdom, and justice
• Fostering a desire to celebrate a modern, multicultural world
• Building a commitment to creativity and compassion
• Heightening ethical standards
• Developing the intellect
• Enhancing professional skills

To these ends, we foster a community marked by the commitment of the Jesuit, Catholic urban university to issues of justice and intellectual rigor. We maintain a community that supports faculty, students, staff, alumni, and friends in accomplishing their lifelong learning goals.

In an effort to outline more specific knowledge, behaviors, and sentiments with which any student should leave a School of Education program, and to provide a more tangible statement of student growth implied in the Mission statement, the School of Education identifies the following seven goals for all program graduates. Each program elaborates these goals into learning outcomes specific to their program objectives and content, and the curricular depth of each goal varies depending on whether the program culminates in a credential, a master’s degree, or a doctoral degree:

Apply research and inquiry skills

• Conducts thorough, high quality information searches
• Understands prominent research methodologies
• Reads and uses empirical research
• Applies research to professional practice

Show sensitivity to persons of different cultures and backgrounds

• Communicates to persons of different cultures and backgrounds
• Understands cultural and ethnic differences that can affect teaching, learning and human interaction
• Shows awareness of the necessity for just, inclusive, and ethnically sensitive language

Follow ethical standards in academic and professional work

• Understands and applies ethical standards in research
• Shows sensitivity to the ethical and moral considerations underlying professional decisions
• Can focus school communities and agencies on local, national, and global needs of different culture and ethnic groups
• Understands the need to act with integrity

Master important historical information as well as current issues and theories in education and psychology

• Knows current educational and psychological theories
• Links theory to practice
• Speaks and writes effectively and persuasively about current issues in education and psychology and can apply theory and research to these issues

Make appropriate use of educational technology

Applies technology when appropriate to support professional work

• Knows current software in their professional field
• Uses technology to access library and Internet resources

Gain personal awareness and engage in a process of continuous self development

• Collaborates with others
• Articulates a (educational) mission and philosophy
• Joins and/or attends professional associations and meetings
• Shows social and personal responsibility
• Develops awareness of personal beliefs and values

Understand the place of service in education and attempt to provide such service in appropriate educational forums

• Exhibits generosity in service to others
• Engages others in educational service
• Shows sensitivity to the underserved

Graduate Admission

ADMISSION PREREQUISITES

To be considered for admission to one of the School’s M.A. or credential programs, applicants must have the following:

• Bachelor’s degree with a 2.75 minimum grade point average from a regionally accredited   institution
• International Applicants:  A minimum TOEFL score of 580 (Paper Test), or 92 with no sub-score lower than 20 (Internet-based Test), or minimum IELTS score of 7.0, or minimum Pearson Test of English (PTE) score of 62
• Background of academic preparation and/or professional experiences that demonstrates their ability to pursue graduate level programs

To be considered for admission to the School’s Ed. D. program, applicants must have the following:

• M.A./M.S. degree or equivalent from a regionally accredited institution
• A minimum 3.0 grade point average
• Official Graduate Record Examination (GRE) verbal, quantitative and writing scores or Miller Analogies Test (MAT) results.  Test scores must be sent directly to USF by the Education Testing Service (GRE) or the Psychological Corporation (MAT).
• International Applicants:  A minimum TOEFL score of 600 (Paper Test), or 100 with no sub-score lower than 20 (Internet-based Test), or minimum IELTS score of 7.0, or minimum Pearson Test for English (PTE) score of 68
• A copy of the M.A. Thesis (excerpt or complete copy) or graduate level paper

Catholic Educational Leadership applicants should consult the Catholic Educational Leadership section of this catalog for additional requirements.

GENERAL ADMISSION REQUIREMENTS

Required of ALL applicants:

• Completed online application with non-refundable $55 application fee
• One set of unofficial transcripts from each university/college previously attended.  For U.S. applicants, the degree must be from a regionally accredited university/college.  An applicant with pending degree must provide official verification of expected degree completion from institution’s Registrar or school official.  An undergraduate degree is required to apply for a master’s program.  A master’s degree is required to apply for a doctoral degree program.  Please note:  if admitted official transcripts must be submitted prior to enrolling.
• Two current, signed letters of recommendation, noting suitability for graduate work.   
• A current resume
• A typed statement of intent outlining purpose for seeking admission to the specific School of Education graduate program being chosen; include career and academic goals.

In addition to the general admission requirements, all California CREDENTIAL APPLICANTS must also submit the following:

• Single Subject Credential applicants: Proof of completion of the Basic Skills Requirement and proof of subject matter competency through either CSET or a Subject Matter Competency waiver from an accredited subject matter preparation program for single subject candidates.
• Multiple Subject Credential applicants: Proof of completion of the Basic Skills Requirement and Multiple Subject CSET.
• Special Education Mild/Moderate Credential applicants: Proof of completion of the Basic Skills requirement and Multiple Subject CSET.
• School Counseling/Pupil Personnel Services (PPS) Credential applicants: Proof of completion of the Basic Skills Requirement; Copy of valid California Basic Teaching Credential.  PPS credential applicants without a valid CA Basic Teaching Credential must submit a Certificate of Clearance.
• Preliminary Administrative Services Credential applicants:  Proof of completion of the Basic Skills Requirement; Copy of valid Clear teaching or services credential; and verification of a minimum of four years successful, full-time teaching experience in public, non-public, or private schools under a credential with specialization in either; a) pupil personnel services, library services, health services, clinical or rehabilitation services, b) designated subjects, or c) teaching credential.  Note: Verification of four (4) years full-time teaching experience under a valid credential must be completed by the start of the program documented on original school letter head signed by the superintendent, director of personnel, or director of human resources.  Substitute or part-time service does not apply.

Basic Skills Requirement - Candidates must complete the Basic Skills Requirement through one of the eight available options:

1. Pass the California Basic Educational Skills Test (CBEST) - Individuals only need to pass the CBEST once; CBEST passing scores remain valid indefinitely for all credential purposes.  To pass the CBEST, one must obtain a minimum score of 41 in each of the three sections - reading, writing, and mathematics.  However, a score as low as 37 on an individual section is acceptable if the total score is at least 123.  Any or all sections of the CBEST can be repeated as many times as necessary to obtain a passing score.
2. Pass the CSET: Multiple Subjects plus the CSET: Writing Skills Examination - Passing the California Subject Examinations for Teachers (CSET): Multiple Subjects examination in combination with the CSET: Writing Skills examination meets the basic skills requirement.  Passing exam scores on the CSET: Multiple Subjects examination used only for purposes of meeting the basic skills requirement remain valid indefinitely.  The CSET: Writing Skills may not be used alone and must always be used in combination with the CSET: Multiple Subjects examination.
3. Demonstrate proficiency on the California State University (CSU) Early Assessment Program - Demonstrating proficiency on the CSU Early Assessment Program (EAP) (English and Mathematics sections) is sufficient to meet the basic skills requirement.  For use of the EAP, individuals must achieve a score of “College Ready” or “Exempt” for both math and English.
4. Demonstrate proficiency on the California State University (CSU) Placement Examinations - Demonstrating proficiency on the CSU Placement Examinations (English Placement Test [EPT] and Entry Level Mathematics [ELM]) is sufficient to meet the basic skills requirement.  For use of the EPT, individuals must achieve a score of 151.  For use of the ELM, individuals must achieve a score of 50.
5. Pass a Basic Skills Examination from Another State - The Commission will accept basic skills examinations from other states.  There is no recency requirement for the date the examination was passed.  The list of Basic Skills examinations from other states accepted by the Commission can be found on the CTC website.
6. Achieve the minimum acceptable scores on the College Board SAT examination - Individuals who achieve a score of at least 500 on the SAT Critical Reading exam and a score of at least 550 on the SAT mathematics exam are determined to have met the basic skills requirement.
7. Achieve the minimum acceptable scores on the ACT examination - Individuals who achieve a score of at least 22 on the ACT English exam and a score of at least 23 on the ACT mathematics exam are determined to have met the basic skills requirement.
8. Achieve the minimum acceptable scores on selected College Board Advanced Placement (AP) examinations - Individuals who achieve: A score of 3 or higher on the College Board AP English Exam, a score of 3 or higher on the AP Calculus exam or AP Statistics exam are determined to have met the basic skills requirement.

See full details on the CTC website

In addition to the general admission requirements, all DOCTORAL APPLICANTS must also submit the following:

• M.A. thesis (excerpt or complete copy) or graduate level paper.
• Official scores from the Graduate Records Examination (GRE) or Miller Analogies Test (MAT) are required.  Test scores must be sent directly to USF by the Educational Testing Service (GRE) or the Psychological Corporation (MAT).  No photocopies of the results will be accepted.  Official scores must have been obtained within the past five years.

Note to all doctoral applicants:  The initial admission to the School of Education doctoral program is a preliminary decision.  During the first year, students develop a portfolio in order to demonstrate competence in research methodology and department-specific content.  Completion of portfolio requirements is necessary for final admission into a doctoral program.

In addition to the general admission requirements, all INTERNATIONAL APPLICANTS must also submit the following:

• Copy of passing TOEFL, IELTS, or Pearson Test for English (PTE) scores.  Required scores: TOEFL: at least 580 (Paper Test), or 92 with no sub score lower than 20 (Internet-based Test) for master’s applicants, 600 (Paper Test), or 100 with no sub score lower than 20 (Internet-based Test) for doctoral applicants (TOEFL code: 4850).  IELTS: 7.0 for M.A. applicants; 7.0 for doctoral applicants.  PTE: 62 for M.A. applicants; 68 for doctoral applicants.
• Certificate of Finances
• Photocopy of Passport

International students are encouraged to apply early.

Please apply online:

Please visit our Apply page to access our online application.

Applicants may be contacted for an interview with a member of the faculty. Applicants to doctoral programs may also be required to complete a written exercise critiquing selected articles in a field related to their prospective program.

Teaching Master’s Program with Credential - Concentration in Catholic Education

Applicants seeking admission to School of Education programs offered at USF’s additional campuses should consult that campus directly to check the appropriate deadline.

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