Our Master of Arts in Education prepares students to take the next step in their professional journey by combining advanced study in Education theory and practice with the academic requirements for the California Multiple Subject English Learner (MSEL) Teaching Credential. The program is designed to build on the foundation that students bring with them to the classroom and to enhance the knowledge and skills they have acquired at the undergraduate level and/or through their prior professional experience.
In keeping with Pacific Oaks College's emphasis on experiential learning, coursework for the joint degree/credential program combines both classroom learning and fieldwork at more than 25 local public schools, enabling students to draw powerful connections between theory and practice. Students are prepared to be advocates for diversity and inclusion in education. They develop a sophisticated understanding of the social, political, and cultural contexts of child and human development, preparing them to be effective advocates for democracy in education at the school, district, and state level.
- May be completed in as little as two and a half years.
- Students pursuing the on-ground course of study may also have the opportunity to enroll in online courses.
- As part of their degree program, students will complete the California Preliminary Multiple Subject (MSEL) Teaching Credential.
• 51 units for California Preliminary Multiple Subject (MSEL) Teaching Credential
• The California Multiple Subject (MSEL) Teaching Credential qualifies candidates to teach in K-12 multiple subjects in self-contained classrooms.
The program requires three (3) units of fieldwork; and six (6) units of supervised practicum experience that meets the requirements for the intended credential(s).
Bachelor's degree from an accredited college or university.
Advanced Studies in Working with Families in a Diverse World
Students will assess the psychosocial developmental stages/tasks of families, the critical importance of culture/ethnic traditions, values and beliefs and how these all affect our work as advocates. Within this context, students will create strategies to be more successful individual, interpersonal and institutional change agents. Students will engage in active, experiential learning, synthesize theory and practice, and evaluate the impact of social, ethnic, gender and class contexts on themselves and their work with children and families.
Advanced Studies in Communication for Empowerment
This class will empower students to make connections with other people. Five areas of communication will be addressed: active listening for meaning; concise, organized and reflective writing; analysis and critique of diverse modes of scholarship; creating collaborative structures of group facilitation and leadership; and demonstrating organized verbal communication and presentation of self together with reflective feedback. In addition, students will evaluate their ability to think critically, synthesizing the subjective and objective, in all the areas of communication. They will critique the impact of their values and biases on communication across cultural, racial, class and gender lines.
Pedagogical, Social, and Cultural Implications
This third course is designed as both a scholarly and reflective opportunity where candidates ground their ethnography within a theoretical framework. The course helps students access the larger social and political context of schooling by analyzing issues such as society's perception of schools; the racial, economic, and linguistic pressures placed on parents and their children; and the policies and trends that impact learning. The candidates synthesize their experiences within schools and write about how they will work to create equitable learning environments in the future. Section IV of the ethnography project helps candidates synthesize previous readings by analyzing, supporting and discussing their data.