Rossier School of Education
Graduate Degrees
Master’s Degrees
Master of Arts in Teaching, Multiple Subject, Single Subject and Single Subject (Music Education)
The Master of Arts in Teaching is designed for individuals who wish to complete requirements for a California preliminary teaching credential or to strengthen their ability to facilitate learning for all students in a K–12 environment (non-credential). Three programs are available: Multiple Subject, Single Subject and Single Subject (Music Education).
Multiple Subject
The MAT Multiple Subject is designed for those interested in teaching at the elementary level. The non-credential option requires a minimum of 30 units; the credential option requires a minimum of 32 units.
Single Subject
The MAT Single Subject is designed for those interested in teaching at the secondary level. The emphasis offers specializations in English, science (biological sciences, chemistry, geoscience or physics), mathematics and social science. The non-credential option requires a minimum of 30 units; the credential option requires a minimum of 32 units.
Single Subject (Music Education)
The MAT Single Subject (Music Education) offers two tracks: choral/general and instrumental. A minimum of 35 units is required.
The Multiple Subject and Single Subject emphases are available online.
| Core Courses | Units | |
|---|---|---|
| EDUC 501 | Instruction for Teaching English as a New Language | 3 |
| EDUC 516 | Framing the Social Context of High Needs Schools | 3 |
| EDUC 518 | The Application of Theories of Learning to Classroom Practice | 3 |
| EDUC 519 | Human Differences | 3 |
| Additional course work for the Bilingual, Cross Cultural, Language and Academic Development (BCLAD) Credential: | ||
| EDUC 558 | Culture Learning in Schools: Latino | 3 |
| Multiple Subject | Units | |
|---|---|---|
| EDUC 504 | Foundations of Literacy Development and Instruction | 2 |
| EDUC 551 | Teaching Physical Education | 1 |
| EDUC 554 | Visual and Performing Arts in Elementary Subjects | 2 |
| EDUC 556 | Integrating English Language Arts and Social Studies | 5 |
| EDUC 566 | Teaching Mathematics and Science | 4 |
| Credential Track | ||
| EDUC 568ab | Guided Practice | 3-3 |
| Non-Credential Track | ||
| EDUC 569ab | Capstone Portfolio in Learning and Instruction | 2-2 |
| Single Subject | Units | |
|---|---|---|
| EDUC 505 | Integrating Literacy in Secondary Content Instruction | 2 |
| EDUC 506 | New Media Literacies in High Needs Schools | 2 |
| Additional course work in the subject matter area to be approved by the subject area faculty lead | 3 | |
| Select one of the following: | ||
| EDUC 502ab | Teaching Science in Secondary Classrooms | 3-4 |
| EDUC 509ab | Teaching Mathematics in Secondary Classrooms | 3-4 |
| EDUC 513ab | Teaching English Language Arts in Secondary Classrooms | 3-4 |
| EDUC 541ab | Teaching Social Studies in Secondary Classrooms | 3-4 |
| Credential Track | ||
| EDUC 568ab | Guided Practice | 3-3 |
| Non-Credential Track | ||
| EDUC 569ab | Capstone Portfolio in Learning and Instruction | 2-2 |
| Single Subject (Music Education) | Units | |
|---|---|---|
| EDUC 512 | Reading and Writing Methods for Secondary Teaching | 2 |
| MUED 510 | Leading a Music Program in a Public School Setting | 2 |
| MUED 515 | Using Technology in the Classroom | 2 |
| MUED 540 | Motivation and Discipline in the Music Classroom | 2 |
| MUED 549ab | Directed Teaching: Public School Music | 2-2 |
| Additional course work for Instrumental Track | ||
| MUED 522ab | Teaching Public School Instrumental Music | 3-2 |
| MUED 524 | Teaching and Conducting Public School Instrumental Ensembles | 4 |
| MUED 526 | Teaching General/Choral Music for Instrumentalists | 2 |
| Additional course work for Choral/General Track | ||
| MUED 532 | Teaching General Music K–8 | 3 |
| MUED 534 | Teaching and Conducting Public School Choral Ensembles | 4 |
| MUED 536 | Teaching Instrumental Music for Vocalists | 2 |
| MUED 547 | Vocal Pedagogy in the Public School Classroom | 2 |
Master of Arts in Teaching, Teaching English to Speakers of Other Languages
The MAT, Teaching English to Speakers of Other Languages is designed to prepare aspiring English language teachers, domestic and international, to successfully provide instruction for children, youth or adults in the United States or abroad. This is a non-credential option. A minimum of 30 units is required. The program may be completed on campus or online.
| Required Courses | units | |
|---|---|---|
| EDUC 501 | Instruction for Teaching English as a New Language | 3 |
| EDUC 505 | Integrating Literacy in Secondary Content Instruction | 2 |
| EDUC 506 | New Media Literacies for High Needs Schools | 2 |
| EDUC 510 | Foundations of Learning for the TESOL Classroom | 3 |
| EDUC 516 | Framing the Social Context of High Needs Schools, or | |
| EDUC 563 | Teaching from a Comparative and International Perspective | 3 |
| EDUC 521 | Assessment and Instruction for Diverse English Learners | 3 |
| EDUC 526ab | Capstone in Teaching English Learners, or | |
| EDUC 540ab | Practicum in Teaching English as a Second or Foreign Language | 2-2 |
| EDUC 561 | Teaching English to Speakers of Other Languages Pedagogy I | 3 |
| EDUC 562 | Teaching English to Speakers of Other Languages Pedagogy II | 4 |
| EDUC 571 | Systems of the English Language | 3 |
Master of Education, Advanced Instruction
The Master of Education in Advanced Instruction provides current teachers with an in-depth exposure to pedagogy and teacher leadership development. The curriculum is designed to challenge experienced teachers to utilize technology in student-centered ways to improve learning outcomes, provide access to advanced interdisciplinary pedagogical practice, develop their capacity to inititate leadership with peers around improving instruction, and increase their understanding of successful instruction for learners with diverse needs.
Applicants to the program should have significant teaching experience. Public school teachers must hold a current teaching credential; private school teachers without a credential must be able to demonstrate at least three years of full-time teaching experience. Two letters of recommendation are required.
There are five areas of concentration in the advanced instruction program: (1) Teaching Science, Technology, Engineering, and Mathematics (STEM) in Elementary Schools to support teachers interested in fostering enthusiastic, confident and creative learning; (2) Differing Abilities, which focuses on understanding the range of learner needs in today’s classroom; (3) Education Specialist Credential, for graduates of the Rossier MAT program seeking to add a Mild/Moderate Disabilities authorization; (4) Secondary Curriculum concentration provides Social Studies and English teachers with methods for integrating the arts, literacy and civics; and (5) Teaching Science, Technology, Engineering, and Mathematics (STEM) in Secondary Schools provides an opportunity for secondary teachers to engage in an advanced, interdiscplinary study of instruction in STEM.
Degree Requirements
The advanced instruction program requires a minimum of 32 units including required core courses and completion of a concentration area.
| Required Core | Units | |
|---|---|---|
| EDUC 506 | New Media Literacies in High Needs Schools | 2 |
| EDUC 516 | Framing the Social Context of High Needs Schools | 3 |
| EDUC 518 | Application of Theories of Learning to Classroom Practice | 3 |
| EDUC 529 | Political and Academic Issues Affecting Gifted Students | 3 |
| EDUC 550 | Multimedia Literacy | 3 |
| EDUC 564 | Teacher Leadership | 2 |
| EDUC 569ab | Capstone Portfolio in Learning and Instruction | 2-2 |
| EDUC 573 | Introduction to Special Education | 3 |
Concentration Areas
Students select a concentration area from one of the following:
| Teaching Science, Technology, Engineering, and Mathematics (STEM) in Elementary Schools | units | |
|---|---|---|
| EDUC 581 | STEM Education from a Project-Based Learning Approach | 3 |
| EDUC 584 | Facilitating Creativity and Innovation in STEM Classrooms | 3 |
| EDUC 585 | Action Research Project | 3 |
| Differing Abilities | Units | |
|---|---|---|
| EDUC 530 | Differentiated Curriculum and Pedagogy for Gifted Students | 3 |
| EDUC 575 | Assessment and Curriculum for Students with Disabilities | 3 |
| EDUC 576 | Establishing and Maintaining an Effective Classroom Ecology | 3 |
| Education Specialist Credential | Units | |
|---|---|---|
| EDUC 530 | Differentiated Curriculum and Pedagogy for Gifted Students | 3 |
| EDUC 574 | Collaboration, Families and Case Management | 3 |
| EDUC 575 | Assessment and Curriculum for Students with Disabilities | 3 |
| EDUC 576 | Establishing and Maintaining an Effective Classroom Ecology | 3 |
| EDUC 577 | Guided Practice: Mild/Moderate Disabilities | 3 |
| The Secondary Curriculum | UNits | |
|---|---|---|
| EDUC 552 | Literacies in the Content Area | 3 |
| EDUC 557 | Civics Education | 3 |
| EDUC 578 | Integrating the Arts into the Secondary Curriculum | 3 |
| Teaching Science, Technology, Engineering, and Mathematics (STEM) in Secondary Schools | units | |
|---|---|---|
| EDUC 555 | STEM Education in Secondary Classrooms | 3 |
| EDUC 559 | Discourse Analysis and Technology in STEM Classrooms | 3 |
| EDUC 580 | Transforming STEM Education into Teaching Science | 3 |
Master of Education, Educational Counseling
The Master of Education degree in Educational Counseling is designed for individuals seeking a career or advancement opportunities in postsecondary education as an academic or outreach counselor. The degree includes a theoretical and practical background in student affairs and counseling.
The program meets current requirements for postsecondary counseling positions in the California state system, particularly for those who wish to work in the public community college system. A minimum of 48 units is required.
| Required Courses | units | |
|---|---|---|
| EDCO 503 | Ethical and Legal Issues in Counseling | 3 |
| EDCO 541 | Theories in Counseling | 3 |
| EDHP 500 | Foundations of Higher, Adult, and Professional Education | 3 |
| EDHP 552 | The Politics of Difference | 3 |
| EDHP 563 | Student Affairs Work in College | 3 |
| EDHP 580 | The Community College | 3 |
| EDHP 587 | Fieldwork in Higher, Adult, and Professional Education | 3 |
| EDHP 593ab | Master’s Seminar, or | |
| EDHP 594ab | Master’s Thesis | 4 |
| EDHP 687 | Student Development in Higher Education | 3 |
| EDPT 502 | Learning and Individual Differences | 3 |
| EDUC 500 | The Counseling Process | 3 |
| EDUC 508 | Creating Communities of Interest | 2 |
| EDUC 547 | Career Development: Theory and Process | 3 |
| EDUC 570 | Research Methods and Data Analysis for Counselors | 3 |
| EDUC 609 | Academic Advising in Postsecondary Education | 3 |
| EDUC 637 | Group Counseling: Theory and Process | 3 |
Master of Education, Postsecondary Administration and Student Affairs
The Master of Education, Postsecondary Administration and Student Affairs provides current and prospective professionals working in various capacities within two-year, four-year and professional postsecondary institutions with the theoretical foundation and practical applications to excel in a variety of higher education administrative and students services positions (academic advising and support services). Students will have an opportunity to develop an area of proficiency such as student affairs, athletic administration or academic advising. A minimum of 41 units of graduate-level course work is required.
| Required courses | units | |
|---|---|---|
| EDHP 500 | Foundations of Higher, Adult, and Professional Education | 3 |
| EDHP 551 | Applied Educational Ethnography | 3 |
| EDHP 552 | The Politics of Difference | 3 |
| EDHP 563 | Student Affairs Work in College | 3 |
| EDHP 587 | Fieldwork in Higher, Adult, and Professional Education | 3 |
| EDHP 594ab | Master’s Thesis, or | 2-2 |
| EDUC 616 | Higher Education Seminar | 3 |
| EDHP 657 | Management of Student Services in Higher Education | 3 |
| EDHP 679 | Legal Issues in the Administration of Higher Education | 3 |
| EDHP 687 | Student Development in Higher Education | 3 |
| EDUC 508 | Creating Communities of Interest | 2 |
| EDUC 570 | Research Methods and Data Analysis for Counselors | 3 |
| Approved electives | 9 | |
Master of Education, School Counseling
The Master of Education, School Counseling is geared toward socially responsible individuals who are aware that many of the issues pupils confront have societal origins. Designed to prepare educators interested in becoming school counselors in grades pre-K through grade 12, successful candidates will obtain the Master of Education, School Counseling degree along with USC recommendation for the Pupil Personnel Services School Counseling Credential. Forty-nine units of course work, 100 clock hours in a practicum experience and 600 clock hours of supervised field experience are required.
| Required courses | Units | |
|---|---|---|
| EDCO 503 | Ethical and Legal Issues in Counseling | 3 |
| EDCO 505 | Counseling and Collaborative Consultation in the School Setting | 3 |
| EDCO 541 | Theories in Counseling | 3 |
| EDCO 574 | School Counseling Practicum | 2 |
| EDCO 575 | School Counseling Field Experience | 4 |
| EDUC 500 | The Counseling Process | 3 |
| EDUC 508 | Creating Communities of Interest | 2 |
| EDUC 511 | Introduction to Counseling | 3 |
| EDUC 520 | Counseling for College and Career Readiness I | 2 |
| EDUC 570 | Research Methods and Data Analysis for Counselors | 3 |
| EDUC 600 | Counseling for College and Career Readiness II | 2 |
| EDUC 607 | Role of School Counselors in Student Learning and Motivation | 3 |
| EDUC 608 | School Connectedness, Climate, and Classroom Management | 2 |
| EDUC 612 | Application of Human Development Theory in School Counseling | 3 |
| EDUC 618 | School Counseling Professional Portfolio | 2 |
| EDUC 621 | Measurement and Evaluation for School Counselors | 3 |
| EDUC 637 | Group Counseling: Theory and Process | 3 |
| EDUC 638 | Cross-Cultural Counseling: Research and Practice | 3 |
Master of Education, School Leadership
School leadership matters. The Master of Education in School Leadership will prepare educational leaders with the knowledge and skills to lead effectively in urban school settings and to accelerate student achievement. Graduates will demonstrate that they can create a high achievement school culture and solve complex performance problems in K–12 schools by being able to advocate for a shared community-driven vision; create a high performance school culture and educational goals; collect data to diagnose causes of achievement gaps; plan appropriate research-based solutions; gather and manage resources; effectively communicate the plan to school administration, faculty, staff and community; and provide support for implementing, monitoring and evaluating progress toward achieving school improvement. All courses are taught through field-based experiences where problems are solved in real work settings, applying research to practice. Students who graduate from the program will be ready to work within the constantly evolving educational landscape of California and other states. An international trip is integrated into the program’s curriculum.
The program is open to teachers, counselors, psychologists and other school-based personnel who have worked for a minimum of two years in such positions. Two letters of recommendation are required.
The program is only available online.
| Required courses | units | |
|---|---|---|
| EDUC 508 | Creating Communities of Interest | 2 |
| EDUC 533 | School Leadership: Theory and Practice | 3 |
| EDUC 537 | Leading with the Community and Culture in Context | 3 |
| EDUC 538 | Entrepreneurial School Leadership | 2 |
| EDUC 548 | Data-driven Leadership for Schools | 3 |
| EDUC 549 | Supervising Instruction for Optimal Learning | 3 |
| EDUC 565 | Global Perspective on School Leadership | 1 |
| EDUC 570 | Research Methods and Data Analysis for Counselors | 3 |
| EDUC 641 | Human Capital and School Organization | 3 |
| EDUC 643 | Advancing Community Support Through Social Media | 2 |
| EDUC 647 | School Leadership Seminar | 2 |
| EDUC 648ab | Apprenticeship in School Administration and Leadership | 2-2 |
| Total units | 31 | |
Master of Marriage and Family Therapy
The program for the Master of Marriage and Family Therapy is offered for those students seeking to prepare for the practice of marriage and family therapy. Students who complete this specialized professional degree program and who fulfill the additional state-mandated requirements are eligible for the State of California’s Marriage and Family Therapy license. A minimum of 60 units is required.
| REQUIRED COURSES | units | |
|---|---|---|
| EDCO 541 | Theories in Counseling Psychology | 3 |
| EDUC 500 | The Counseling Process | 3 |
| EDUC 507 | Professional Identity, Law and Ethics for Counselors | 3 |
| EDUC 508 | Creating Communities of Interest | 2 |
| EDUC 515 | Theories of Marriage and Family Therapy | 3 |
| EDUC 544 | Measurement Procedures for Counselors | 3 |
| EDUC 546 | Psychopathology for Marriage and Family Therapists | 3 |
| EDUC 547 | Career Development: Theory and Process | 3 |
| EDUC 553 | Psychopharmacology and the Effects of Substance Abuse | 3 |
| EDUC 570 | Research Methods and Data Analysis for Counselors | 3 |
| EDUC 583 | Counseling through the Lifespan | 3 |
| EDUC 633 | Child and Elder Abuse and Domestic Violence | 2 |
| EDUC 634 | Couples Counseling | 3 |
| EDUC 635 | Psychotherapy with Children and Adolescents | 3 |
| EDUC 636 | Perspectives on Human Sexuality | 3 |
| EDUC 637 | Group Counseling: Theory and Process | 3 |
| EDUC 638 | Cross-Cultural Counseling: Research and Practice | 3 |
| EDUC 644 | Practicum in Counseling | 3 |
| EDUC 645ab | Fieldwork in Counseling | 3-3 |
| EDUC 646ab | Marriage and Family Therapy Capstone: Leadership Project | 1-1 |