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.
Deans and Center Directors
School of Education Dean: Deborah E. Erickson, Ed.D.
Associate Dean of Teaching Credentials: Jill Hamilton-Bunch, Ph.D.
Associate Dean for Undergraduate Programs, Teacher Performance Assessment and Advanced Degrees: Conni E. Campbell, Ed.D.
Director of Accreditation and Assessment: Andrea G. Liston, Ed.D.
Mission Valley Regional Center Director: TBD
Bakersfield Regional Center Director: Jill Hamilton-Bunch, Ph.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 Cross Disciplinary 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.
PLNU’s education programs are accredited by the National Council for Accreditation of Teacher Education (NCATE). NCATE is recognized by the U.S. Department of Education and the Council of Higher Education Accreditation to accredit education programs for the preparation of teachers and other professional school personnel. In addition to meeting the NCATE gold standard of excellence, 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 six certificate programs that can be added to an existing preliminary or clear credential. These credential and certificate programs range from 12-15 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 sections - EDU, GED, GEL and SPE. 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 and Master of Arts in Education courses. GEL courses focus on Educational Leadership, while SPE denote Special Education courses..
Optional certificates are offered in some schools or departments. The requirements governing certificates are as follows:
- A certificate is a skill based program responsive to employer and/or market need that supplements a student’s graduate or degree completion studies. Point Loma Nazarene University offers certificates which may be one of three types: academic, professional development or attendance certificates.
- Academic certificates will be between six (6) and eighteen (18) graduate level units. Professional development certificates are based on a ten (10) hours per CEU formula. Attendance certificates are awarded on the basis of full session attendance.
- 50% or more of the units being applied to the certificate must be unique to that certificate.
- Only academic certificates that appear in the student’s catalog of record may be earned at the point of graduation.
- Students must earn a 3.0 cumulative grade point average for an academic certificate with no grade lower than C.
- Of the total graduate units in the academic certificate, a minimum of two-thirds must be earned in residence.
- Academic certificate programs will state clearly whether they can be applied to a PLNU degree.
- Neither professional development nor attendance certificates can be converted to academic credit or applied to university programs or degrees.
- EDU 6CP1 - Clinical Practice Seminar I (TPA 3)
- EDU 6CP2 - Clinical Practice Seminar II (TPA 4)
- EDU 600 - Foundations of Education and Learning Theory
- EDU 600A - Orientation to Assessment
- EDU 601 - Language Acquisition and Diverse Populations
- EDU 601F - Language Acquisition and Diverse Populations
- EDU 602 - Foundations of Special Education (TPA 1)
- EDU 603 - Classroom Assessment and Research Practices
- EDU 610 - Methods of Teaching Reading and Writing
- EDU 610F - Fieldwork for Methods of Teaching Reading and Writing
- EDU 611 - Interdisciplinary Approaches to Teaching in the Content Areas
- EDU 612 - Differentiated Mathematics Instruction for All Learners (TPA 2)
- EDU 612F - Fieldwork for Differentiated Mathematics Instruction for All Learners
- EDU 620 - Literacy Instruction for Secondary Teachers
- EDU 620F - Fieldwork for Literacy Instruction for Secondary Teachers
- EDU 621 - General Methods for Secondary Teachers (TPA 2)
- EDU 621F - Fieldwork for General Methods for Secondary Teachers
- EDU 622 - Methods of Teaching Secondary Language Arts
- EDU 623 - Methods for Teaching Secondary Mathematics
- EDU 624 - Methods of Teaching Secondary Science
- EDU 625 - Methods of Teaching Secondary Social Science
- EDU 626 - Methods for Teaching Secondary Foreign Language
- EDU 627 - Methods for Teaching Secondary Visual Arts
- EDU 628 - Methods for Teaching Secondary Physical Education
- EDU 629 - Content-Specific Pedagogy for Secondary Teachers
- EDU 630 - Elementary Clinical Practice I
- EDU 632 - Intern Elementary Clinical Practice I
- EDU 634 - Elementary Clinical Practice II
- EDU 636 - Intern Elementary Clinical Practice II
- EDU 640 - Secondary Clinical Practice I
- EDU 642 - Intern Secondary Clinical Practice I
- EDU 644 - Secondary Clinical Practice II
- EDU 646 - Intern Secondary Clinical Practice II
- EDU 648 - Intern Support Seminar
- EDU 650 - Assessment and Services for Students with Disabilities
- EDU 651 - Curricular and Instructional Adaptations for Students with Mild/Moderate Disabilities
- EDU 652 - Collaboration and Consultation for IEP Implementation, Evaluation, and Program Improvement
- EDU 653 - Principles of Language Acquisition for Students with Moderate/Severe Disabilities
- EDU 653F - Fieldwork for Principles of Language Acquisition for Students with Moderate/Severe Disabilities
- EDU 654 - Methods of Teaching Candidates with Moderate/Severe Disabilities
- EDU 654F - Fieldwork for Methods of Teaching Candidates with Moderate/Severe Disabilities
- EDU 655 - Organization and Management for Success in the Moderate/Severe Classroom
- EDU 670EP - Clinical Practice Practicum - Multiple Subject
- EDU 670HP - Clinical Practice Practicum - Single Subject
- EDU 670M - Special Education Mild-Moderate Clinical Practice I
- EDU 670MP - Clinical Practice Practicum - Education Specialist, Mild/Moderate
- EDU 670S - Special Education Moderate-Severe Clinical Practice I
- EDU 670SP - Clinical Practice Practicum - Education Specialist, Moderate/Severe
- EDU 672M - Intern Mild/Moderate Clinical Practice I
- EDU 672S - Intern Moderate/Severe Clinical Practice I
- EDU 674M - Special Education Clinical Practice II
- EDU 674S - Moderate/Severe Clinical Practice II
- EDU 676M - Intern Mild/Moderate Clinical Practice II
- EDU 676S - Intern Moderate/Severe Clinical Practice II
- GED 601 - Foundations of Leadership and Educational Issues
- GED 602 - Individual Student Learning Styles and the Effective Teacher
- GED 603 - Visionary Leadership
- GED 608 - Educational Psychology
- GED 609 - Collaborative and Responsive Leadership
- GED 616 - Curriculum Development, Innovation, and Evaluation
- GED 619 - Curriculum, Instruction and Technology for Mild/Moderate Disabilities
- GED 622 - Advanced Special Education Assessment and Analysis of Behavior
- GED 628 - Using Technology to Enhance Teaching and Learning
- GED 630 - Assessment and Design of Hybrid and On-Line Learning
- GED 633 - Educational Law and Finance
- GED 634 - Transition Services for Students with Disabilities
- GED 637 - Development and Implementation of Hybrid and On-line Learning
- GED 639 - Health Education
- GED 641 - Cultural Competence 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 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 661F - Fieldwork for Early Childhood Special Education Curriculum, Services
- GED 662 - Counseling Theory and Techniques
- 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 - Advanced Practice for English Learners
- GED 670 - Applied Psychology of Learning
- GED 671A, B, C, D, E - Research, Field Studies and Practicum in College Counseling and Student Development
- GED 672 - Philosophy in Education
- GED 673 - Reflective Coaching Seminar
- GED 674 - Emergent Adult Development Theory
- GED 675 - Family Systems
- GED 676 - Higher Education Leadership in Student Development
- 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