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.
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.
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.
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.
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.
CoursesCommon Courses Required for all Preliminary Credential ProgramsElementary Student Teaching/InternGraduate
- GED 601 - Foundations of Leadership and Educational Issues
- GED 602 - Individual Students Learning Styles and the Effective Teacher
- GED 603 - Visionary Leadership
- GED 603F - Fieldwork and Practicum for Visionary Leadership
- GED 604 - Instructional Leadership for the Success of All Students
- GED 604F - Fieldwork and Practicum for Instructional Leadership for the Success of All Students
- GED 606 - Organizational Leadership and Resource Management
- GED 606F - Fieldwork and Practicum for Organizational Leadership and Resource Management
- GED 608 - Educational Psychology
- GED 609 - Collaborative and Responsive Leadership
- GED 609F - Fieldwork and Practicum for Collaborative and Responsive Leadership
- GED 610 - Leadership Within the Political, Social, Economic and Legal Framework
- GED 610F - Fieldwork and Practicum for Leadership Within the Political, Social, Economic and Legal Framework
- GED 611 - Ethical, Moral and Servant Leadership
- GED 611F - Fieldwork and Practicum for Ethical, Moral and Servant Leadership
- GED 616 - Curriculum Development, Innovation, and Evaluation
- GED 619 - Curriculum, Instruction and Technology for Mild/Moderate Disabilities
- GED 621 - Assessment Procedures and Services for Students with Disabilities
- GED 622 - Advanced Special Education Assessment and Analysis of Behavior
- GED 626 - Organization and Management for Success in the Moderate/Severe Classroom
- GED 628 - Using Technology to Support Student Learning
- GED 631 - Curricular and Instructional Adaptations for Students with Mild/Moderate Disabilities
- GED 632 - Collaboration and Consultation for IEP Implementation, Evaluation and Program Improvement
- GED 633 - Educational Law and Finance
- GED 634 - Transition Services for Students with Disabilities
- GED 639 - Health Education
- GED 641 - School Communities in a Pluralistic Society
- GED 642 - Teaching Strategies for English Learners
- GED 643 - Urban Education in American Society
- GED 645 - The Law and the Professional Role of the Child Welfare and Attendance Counselor
- GED 646 - Child Welfare and Attendance Program: Leadership, Management, Collaboration, and Community/Parent Partnerships
- GED 647 - School Culture and Barriers to Student Achievement
- GED 650 - Universal Access: Equity for All Students
- GED 651 - Understanding Emotional Behavioral Disorders
- GED 651F - Fieldwork for Understanding Emotional Behavioral Disorders
- GED 652 - Methods of Teaching Students with Autism Spectrum Disorder
- GED 652F - Fieldwork for Autism Spectrum
- GED 653 - Methods of Teaching Students with Traumatic Brain Injury
- GED 653F - Fieldwork for Students with Traumatic Brain Injury
- GED 654 - Methods of Teaching Students with Other Health Impairments
- GED 654F - Fieldwork for Students with Other Health Impairments
- GED 656 - Shared Leadership, Legislation, and Due Process
- GED 658 - Reflective Coaching/Induction
- GED 658F - Reflective Coaching/Induction Fieldwork
- GED 659 - Independent Studies in Special Education
- GED 661 - Early Childhood Special Education Curriculum, Services
- GED 661F - Fieldwork for Early Childhood Special Education Curriculum, Services
- GED 662 - Counseling and Counseling Theory
- GED 663 - Individual and Group Counseling and Ethical Standards
- GED 664 - Counseling for Academic Achievement and Career Development
- GED 665 - Safe Schools and Violence Prevention
- GED 667 - Comprehensive Counseling and Guidance Programs: Coordination and Collaboration
- GED 668 - Bilingual Education and Specially Designed Academic Instruction
- GED 670 - Advanced Educational Psychology
- GED 672 - Philosophy in Education
- GED 673 - Reflective Coaching Seminar
- GED 675 - Family Systems
- GED 677 - Teaching Strategies for Special Populations
- GED 681 - Educational Measurement and Evaluation
- GED 682 - Field Studies/Action Research in Technology Instruction
- GED 683 - BTSA Induction/Reflective Coaching
- GED 685 - Research, Field Study, and Special Topics in Multicultural Education
- GED 687F1 - School Counseling Fieldwork
- GED 687F2 - School Counseling Fieldwork
- GED 687F3 - School Counseling Fieldwork
- GED 687P - School Counseling Practica
- GED 687S1 - School Counseling Seminar
- GED 687S2 - School Counseling Seminar
- GED 688 - Field Experience - Child Welfare and Attendance
- GED 689 - Master’s Project
- GED 689P - Action Research Project Support
- GED 691 - Educational Workshops/ Special Studies in Education
- GED 692 - Standards, Assessment and Instruction: Comprehending and Composing Written Language
- GED 693 - Research-Based Intervention Models and Strategies
- GED 694 - Standards, Assessment and Instruction: Word Analysis, Fluency and Systematic Vocabulary Development
- GED 698 - Special Studies in Education: Literacy Field Studies (Reading Certificate Level)
- GED 699 - Thesis
- GED 700 - Leadership Theories and Human Relations
- GED 715 - Instructional Leadership and Staff Development
- GED 725 - Management of Human Resources
- GED 730 - Decision Make for Curricular Change and Improvement
- GED 740 - Educational Law, Finance and Governance
- GED 755 - Professional and Political Issues in Organizations
- GED 760 - School/Community Relations in a Changing Society
- GED 780 - Philosophical and Sociological Backgrounds in Education
- GED 790 - Special Studies in Education
- GED 795 - Concurrent Course Assignments
- GED 796 - Induction, Mentoring, and Advanced Fieldwork
- GED 797 - Professional Development and Assessment
- GED 798 - Research Design Seminar