2011-2012 Graduate Catalog 
    
    Dec 02, 2022  
2011-2012 Graduate Catalog [ARCHIVED CATALOG]

School of Education


Mission Statement

Point Loma Nazarene University’s School of Education is a vital Christian learning community that exists to develop high-performing, reflective educators of noble character who impact the lives of learners to influence the broader community.

Vision Statement

Point Loma Nazarene University School of Education is a prominent Christian voice in higher education – looked at as a wellspring of resources and support in the areas of pedagogy, leadership, clinical practice, technology, and innovation.

The School of Education is recognized as:

  • A Christian learning community that promotes excellence in academic preparation, wholeness in personal development, and faithfulness to mission
  • A source of expertise and resources within the surrounding communities
  • A vital force of change in the transformation of educational landscapes
  • An exemplary model of servant leadership and commitment to ministry
  • A candidate-centered learning environment where diversity is respected, valued, and encouraged

Unit members strive to be servant leaders who model the ongoing pursuit of knowledge integrated with beliefs and values. Both faculty and staff live out their faith by presenting a positive environment for candidates, local learning communities, and the profession. They play significant roles in the ongoing professional dialogue within the local, regional, state, and national educational communities. They promote diverse learning environments advocating for responsive and technology-infused pedagogy. The SOE inspires, affirms, and prepares candidates to serve collaboratively and effectively with professional excellence, honesty, integrity, and sensitivity. “For we are God’s workmanship, created in Christ Jesus to do good works…” Ephesians 2:10a.

Graduates, given excellence in academic preparation, wholeness in personal development and faithfulness to mission, leave the SOE empowered to be servant leaders. With a depth of caring and the power of practice as educational leaders, graduates are vital forces of change in transforming the educational landscapes that lay before them. “Be very careful then, how you live—not as unwise, but as wise, making the most of every opportunity…” Ephesians 5:15-16.

The SOE believes that true advocacy begins with each faculty member and his or her understanding of the positive power of diversity. Embedded in the unit’s educational philosophy and pedagogy, candidates are exposed to ethnic, socio-economic, linguistic, religious, cognitive, and cultural diversity within learning communities and supported in the transferring of these theoretical principles into educational practices that portray student empowerment and social justice. Faculty, candidates, and graduates are recognized for pursuing initiatives such as U.S. Dept. of Education’s No Child Left Behind (NCLB) Act and Race to the Top Initiative that promote equity and access for those who have become marginalized and minimized by unjust and/or unthinking social and educational practices and policies. Responding to the Wesleyan heritage of pursuing a life of holiness, the SOE embraces and embodies a Christ-like ethic of love and sacrifice on behalf of those they serve as educators and leaders (Maddox, 1996). “Finally brothers, whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable—if anything is excellent or praiseworthy—think about such things.” Philippians 4:8.

Conceptual Framework

The SOE’s outcomes focus on a “whole person” transformation throughout the preparation program. The unit’s themes – equip, transform, and empower serve as the foundational and philosophical structure on which each of the programs is developed, implemented, assessed, and improved. The measures integrate the unit’s values and beliefs that are shared about the landscape of learning:

  • The EQUIP category focuses on a deep and coordinated understanding of the knowledge, skills, and dispositions demonstrated by effective educators.
  • The TRANSFORM category focuses on the candidate’s ongoing development and competence to apply the knowledge, skills, and dispositions of effective educators in supportive diverse environments.
  • The EMPOWER category focuses on the capacity of program completers, their sustaining high levels of mastery and demonstrating continual transformation in their professional practice.

Program Directors and Deans

School of Education Dean: Gary L. Railsback, Ph.D.
Associate Dean of Teacher Education and Bakersfield Regional Center: Jill Hamilton-Bunch, Ph.D.
Associate Dean for Undergraduate Programs, Teacher Performance Assessment and M.A.T.: Conni E. Campbell, Ed.D.
Associate Dean for Accreditation, Assessment, and Mission Valley Regional Center: Andrea G. Liston
Associate Dean for Educational Leadership: Carol A. Leighty, Ed.D.
Interim Director, Arcadia Regional Center: Laura K. Amstead, Ed.D.
Director, Inland Empire Regional Center: Kristi L. Toth

Program Directors who manage the credential and degree programs for the entire School of Education at all regional centers:
Director of Master of Arts in Teaching (Multiple Subject and Single Subject): J. Corey McKenna, Ph.D.
Director of Master of Arts in Teaching (Mild Moderate and Moderate Severe) and M.A. in Special Education: Shirlee M. Gibbs, Ph.D.
Director of School Counseling (PPS): Beth Chamberlain
Director of Reading Certificate Program: Laura K. Amstead, Ed.D.
Director of Crosscultural, Language, and Academic Development (CLAD) Certificate Program: Paula M. Blocker, Ed.D.

Career Opportunities

The professional program courses are sequenced to prepare candidates for success on the California Teacher Performance Assessment and in their teaching careers. Throughout the program methodologies based on current practice and research are modeled and reinforced. The practice and application components of the methods courses are easily facilitated because the School of Education is field-based. Candidates are required to be in classrooms for approximately 60 hours of documented and evaluated observation and participation prior to student teaching.

Admission to the university may be considered Level 1 admission to the School of Education. However, it neither implies nor guarantees approval for student teaching (Level 2 admission) or admission to any credential or degree program. If, in the opinion of the School of Education, a student fails to meet acceptable professional and personal standards, the department may disqualify any individual from attempting to complete preparation for a career in education.

The School of Education offers an undergraduate major in Liberal Studies with the option of completing the 2042 preliminary credential in Multiple Subjects. Complete information on this program can be found in the PLNU Undergraduate Catalog or by contacting the Associate Dean for undergraduate studies.

All prospective educators should work with an advisor to plan their educational program and establish the proper sequence of courses and the fulfillment of all professional requirements. The Credentialing and Educational Placement Office provides a variety of services: transcript evaluation, credential applications, and career services for the student. The credential analyst acts as a liaison between the candidate and the California Commission on Teacher Credentialing.

Accreditation

In addition to all Point Loma Nazarene University programs being accredited by the Western Association of Schools and Colleges (WASC), the School of Education credential and certificate programs are accredited by the California Commission on Teacher Credentialing.

Credential and Certificate Programs

In addition to its degree-based programs, the School of Education offers a credential program and three certificate programs that can be added to an existing preliminary or clear credential. These credential and certificate programs range from 12-13 total units and provide opportunity for further specialization and a link between theory and practice.

School of Education Courses

School of Education graduate course descriptions are organized into two sections - EDU and GED. The EDU courses are related to the Master of Arts in Teaching (M.A.T.) program and the preliminary teaching credentials. The GED courses are for advanced credential programs that would typically come after the preliminary teaching credentials.

Programs

    MastersCredentialCertificatePost Masters

    Courses

      Common Courses Required for all Preliminary Credential ProgramsElementary Student Teaching/InternGraduatePage: 1 | 2