Goals and Learning Outcomes
LFCE Undergraduate, Credential, and Graduate Programs
Table of Contents
BACHELOR OF SCIENCE CHILD DEVELOPMENT ............................................................................................. 2
BACHELOR OF ARTS EDUCATIONAL STUDIES................................................................................................ 4
CERTIFICATE PROGRAM CALIFORNIA TEACHING ENGLISH LEARNERS (CLAD/CTEL) .................................... 6
CREDENTIAL MILD/MODERATE EDUCATION SPECIALIST PRELIMINARY with optional masters of special
education ...................................................................................................................................................... 7
CREDENTIAL MULTIPLE SUBJECT TEACHING................................................................................................. 8
CREDENTIAL SINGLE SUBJECT TEACHING ..................................................................................................... 9
CREDENTIAL PRELIMINARY ADMINISTRATIVE SERVICES (TIER I) with optional masters in Educational
Leadership ................................................................................................................................................... 11
CREDENTIAL PRELIMINARY ADMINISTRATIVE SERVICES (TIER II) ............................................................... 14
CREDENTIAL READING/LITERACY SPECIALIST with optional masters in Reading Literacy ......................... 16
CREDENTIAL TRANSITIONAL KINDERGARTEN ............................................................................................. 18
MASTER OF SCIENCE CHILD DEVELOPMENT ............................................................................................... 20
MASTER OF SCIENCE CHILD LIFE ................................................................................................................. 22
CREDENTIAL MASTER OF SCIENCE EDUCATIONAL COUNSELING WITH OPTIONAL PUPIL PERSONNEL
SERVICES (PPS) ............................................................................................................................................ 23
CREDENTIAL MASTER OF SCIENCE SCHOOL PSYCHOLOGY WITH PUPIL PERSONNEL SERVICES (PPS) ....... 26
MASTER OF EDUCATION SPECIAL EMPHASIS ............................................................................................. 27
ED.D. ORGANIZATIONAL LEADERSHIP ........................................................................................................ 27
1
BACHELOR OF SCIENCE CHILD DEVELOPMENT
The Undergraduate Child Development Program Outcomes are based on the NAEYC Standards
for Initial Early Childhood Professional Preparation (2013), the University of La Verne
Baccalaureate Goals (2013) and WSCUC Core Competencies (as defined by the program).
NAEYC Professional Standards:

Standard 1. Promoting child development and learning

Standard 2. Building family and community relationships

Standard 3. Observing, documenting, and assessing to support young children and
families

Standard 4. Using developmentally effective approaches

Standard 5. Using content knowledge to build meaningful curriculum

Standard 6. Becoming a professional

Standard 7. Early childhood field experiences
University of La Verne Baccalaureate Goals:
Every student from the University of La Verne will graduate with:

Broad knowledge and appreciation of the liberal arts integrated with a depth of
knowledge in a specialized discipline

Ability to think critically and creatively, and apply those skills toward resolution of local,
national and global problems

Excellence in written, oral, and creative expression through a variety of traditional and
contemporary media

Effective leadership and teamwork skills with cultural competence

Commitment to ethical, environmental, and social responsibility accompanied by civic
and community engagement.
Child Development Interpretation of WSCUC Core Competencies:

Critical Thinking - the ability to think in a way that is clear, reasoned, reflective,
informed by evidence, and aimed at deciding what to believe or do, through openmindedness and motivation to seek the truth
2

Oral Communication - spoken language for informational, persuasive, and expressive
purposes, while also using visual aids, body language, intonation, and other non-verbal
elements to support the conveyance of meaning and connection with the audience

Written Communication - the development and expression of ideas in writing,
involving learning to work in many genres and styles, while utilizing many different
writing technologies and mixing texts, data, and images (AAC&U Value Rubric).

Quantitative Reasoning - the ability to apply and analyze mathematical concepts, judge
reasonableness, and communicate quantitative information, in order to solve everyday
issues and questions, while recognizing the limits of mathematical or statistical methods

Information Literacy - the ability to recognize when information is needed and have the
ability to locate, evaluate, and use the needed information for a wide range of purposes,
both ethically and legally
Goals and Learning outcomes for BSCD Program Goals
Program Learning Outcome 1: Candidates will demonstrate knowledge of young children’s
characteristics and needs as they plan for, and reflect upon their interactions with children and
families.
*Meets NAEYC Professional Standard 1; Baccalaureate Goal 1; WSCUC Core Competency –
Critical Thinking
Program Learning Outcome 2: Candidates will express themselves verbally and in writing to
parents, families, and colleagues using approaches that foster positive reciprocal relationships,
illustrate sound knowledge of early childhood development and family diversity, and when
applicable, integrate the elements of American Psychological Association (APA) writing style.
*Meets NAEYC Professional Standard 2; Baccalaureate Goals 3; WSCUC Core Competencies
Writing, Oral Communication
Program Learning Outcome 3: Candidates will utilize observation, documentation, and reflection
as central components of valid assessment pedagogy and select appropriate approaches, instructional
strategies, and tools to positively influence each child’s development.
*Meets NAEYC Professional Standard 3; Baccalaureate Goals 1; WSCUC Core Competency
Critical Thinking
Program Learning Outcome 4: Candidates will identify, access, and utilize research-based
information to expand their knowledge of child development and become aware of the broader
contexts and challenges within the field of early childhood education, taking into consideration
current issues and trends that may affect their work with children, parents, and families.
*Meets NAEYC Professional Standard 4; Baccalaureate Goals 2; WSCUC Core Competencies
Information Literacy, Quantitative Reasoning
3
Program Learning Outcome 5: Candidates will apply their knowledge of early childhood
development, differentiated teaching instruction, domains of learning, and universal access to
evaluate curriculum standards and models, and create meaningful learning experiences for children.
*Meets NAEYC Professional Standard 5; Baccalaureate Goal 1; WSCUC Core Competency Critical
Thinking).
Program Learning Outcome 6: Candidates will think ethically, critically, and reflectively when
making decisions pertaining to children and early childhood practices, and professional development
while displaying positive dispositions as identified in the NAEYC Professional Standards, the
NAEYC Code of Ethics, and the LFCE Candidate Disposition statement.
Meets NAEYC Professional Standard 6; Baccalaureate Goals 2, 5; WSCUC Core Competency
Critical Thinking
Program Learning Outcome 7: Candidates will participate in independent fieldwork practice,
supervised teaching experiences, and service learning projects in two of the three early childhood
age groups (birth – age 3, 3 through 5, 5 through 8 years) within two distinct early childhood settings
(infant/toddler, child care center, home care, school districts, Head Start programs, private
institutions, lab schools, etc.).
Meets NAEYC Professional Standard 7; Baccalaureate Goal 4, 5; WSCUC Core Competencies
Writing, Oral Communication
BACHELOR OF ARTS EDUCATIONAL STUDIES
Educational Studies majors will demonstrate:

Evidence of subject matter competence in multiple subjects.

Evidence of its preparation of candidates to serve as curriculum instructors for
elementary aged children.

Evidence of preparation of candidates to function effectively in diverse early elementary
age classroom environments.

Evidence of preparation of candidates’ understanding and application of assessments
including questions about the variety of assessment tools available and the validity of
these assessments.

Evidence of competence in analyzing, learning, and using current technology related to
learning and education
4
Goals and Learning outcomes for BAES Program Goals
Goal 1: Evidence of subject matter competence in multiple subjects
Learning outcome: Candidates will examine and discuss methods and theories for teaching
content to K-6 elementary aged students integrating Common Core and California State Content
Standards.
Goal 2: Evidence of its preparation of candidates to serve as curriculum instructors for
elementary aged children.
Learning Outcome: Candidates plan, implement, and present a developmentally appropriate
thematic unit lesson that meets the Common Core State Standards and the California Content
Standards identified for -K through 6th grade.
Goal 3: Evidence of preparation of candidates to function effectively in diverse early elementary
age classroom environments.
Learning Outcomes:

3-1: Candidates will examine and evaluate his/her own attitudes toward people of
different cultural and socioeconomic groups in the context of the diversity of today’s
schools

3-2: Candidates will describe and analyze the effects of possible prejudice, exclusion,
subordination, and ideologies of racial superiority have on affected groups and
individuals.

3-3: Candidates will demonstrate an understanding that diversity is a key factor for the
flourishing of communities (social, environmental, and /or economic ) and how a lack of
diversity can compromise future generations
Goal 4: Evidence of preparation of candidates’ understanding and application of assessments
including questions about the variety of assessment tools available and the validity of these
assessments.
Learning Outcome: Candidates will compare forms of assessment between disciplines using a
multiple intelligences approach.
Goal 5: Evidence of competence in analyzing, learning, and using current technology related to
learning and education
Learning Outcome: Candidates practice thoughtful, cognitive reflection about the application
and impact of technology in education and culture that incorporates course textbook topics and
learning
5
CERTIFICATE PROGRAM CALIFORNIA TEACHING ENGLISH LEARNERS
(CLAD/CTEL)
**Goals and outcomes are in development to align with new California Commission on Teacher
Credentialing standards.
CLAD/CTEL certificate program students will demonstrate:



Goals and Learning outcomes for CTEL Program Goals
Goal 1:
Learning outcomes:

1-1:
Goal 2:
Learning Outcome:

2-1:
Goal 3:
Learning Outcome:

3-1:
Goal 4:
Learning Outcome:

4-1:
Goal 5:
Learning Outcomes:
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
5-1:
CREDENTIAL MILD/MODERATE EDUCATION SPECIALIST PRELIMINARY with
optional masters of special education
Goals and Learning outcomes for Mild/Moderate Education Specialist Preliminary
Credential Program Goals
Learning Outcome 1: Candidates will demonstrate ability to examine, analyze, critique and
develop critical self-awareness of abilities to support special needs learners and their families.
*Meets CTC Program Standards 4 & 15; CTC Mild/Moderate Standard 6; CEC Initial Preparation
Standard 7
Learning Outcome 2: Candidates will plan for, prepare and implement complex management
systems for special education environments
*Meets CTC Mild/Moderate Standard 3; CEC Initial Preparation Standards 1 & 2
Learning Outcome 3: Candidates will understand and apply Culturally Responsive teaching
strategies for all learners in K-12 education systems.
*Meets CTC Program Standards 9 & 13; CTC Mild/Moderate Standards 3 & 5; CEC Initial
Preparation Standards 3 & 5
Learning Outcome 4: Candidates will design, implement and analyze Culturally Responsive
Positive Behavior Support
*Meets CTC Program Standard 12; CTC Mild/Moderate Standard 4; CEC Initial Preparation
Standards 1, 2 & 4
Learning Outcome 5: Candidates will investigate the range of assistive technology,
instructional technology, and learner technological literacy tools available to learners with
special needs; will demonstrate an ability to appropriately match technology to learners needs;
will demonstrate an ability to use educational technology
*Meets CTC Program Standard 6; CEC Initial Preparation Standards 2 & 3
Learning Outcome 6: Candidates will research and evaluate current practices and laws in
special education that will impact their professional practices.
*Meets CTC Program Standard 15; CEC Initial Preparation Standard 6
Learning Outcome 7: Candidates will explain their interpersonal and intrapersonal
relationships to multiple issues regarding diversity and predict their areas of strength possible
challenges and ongoing curiosities.
*Meets CTC Program Standard 4; CEC Initial Preparation Standard 6 & 7
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Learning Outcome 8: Candidates will investigate, identify and apply knowledge of
characteristics, developmental stages, and life-span issues of human learners.
*Meets CTC Program Standards 7 & 8; CTC Mild/Moderate Standard 1; CEC Initial Preparation
Standard 1
Learning Outcome 9: Candidates will use knowledge of specialized assessment to understand,
plan for and teach learners with special needs.
*Meets CTC Mild/Moderate Standard 2; CEC Initial Preparation Standard 4
CREDENTIAL MULTIPLE SUBJECT TEACHING
Multiple Subject Teaching credential students will demonstrate:

The University of La Verne’s teacher education program is designed to provide
tomorrow’s teachers with the knowledge, skills, and dispositions they need to make a
positive impact on the children in their classrooms and in the community. The program is
specifically designed to meet the needs of California’s diverse student population,
emphasizing language development, cultural diversity, and humanistic approaches to the
learning process.
Goals and Learning outcomes for Multiple Subject Teaching Credential Program Goals
Goal 1: Candidates will engage and support all students in learning.
Learning Outcome:

1-1: Candidates will apply knowledge of students, including their prior experiences,
interests, mental health, and social-emotional learning needs, as well as their funds of
knowledge, cultural, language, and socio-economic backgrounds to engage them in
learning.
Goal 2: Candidates will create and maintain effective environments for student learning.
Learning Outcome:

2-1: Candidates will establish, maintain, and monitor inclusive learning environments
that are physically, mentally, intellectually, and emotionally healthy and safe to enable all
students to learn.
Goal 3: Candidates will organize subject matter for student learning.
Learning Outcome:

3-1: Candidates will use instructional strategies appropriate to the subject matter
discipline, and design and implement disciplinary and cross-disciplinary learning
8
sequences, including integrating the visual and performing arts as applicable to the
discipline.
Goal 4: Candidates will plan instruction and design learning experiences for all students.
Learning Outcome:

4-1: Candidates will plan instruction that promotes a range of communication strategies
and activity modes between teacher and student, and among students, that encourage
student participation in learning.
Goal 5: Candidates will assess student learning.
Learning Outcome:

5-1: Candidates will apply knowledge of the purposes, characteristics, and appropriate
uses of different types of assessments (diagnostic, informal, formal, progress monitoring,
formative, and summative and performance) to design and administer classroom
assessments, including use of scoring rubrics.
Goal 6: Candidates will develop characteristics of a professional educator.
Learning Outcome:

6-1: Candidates will reflect on their own teaching practice and level of subject matter and
pedagogical knowledge to initiate learning that can improve instruction and learning for
students.
CREDENTIAL SINGLE SUBJECT TEACHING
Single Subject Teaching credential students will demonstrate:

The University of La Verne’s teacher education program is designed to provide
tomorrow’s teachers with the knowledge, skills, and dispositions they need to make a
positive impact on the children in their classrooms and in the community. The program is
specifically designed to meet the needs of California’s diverse student population,
emphasizing language development, cultural diversity, and humanistic approaches to the
learning process.
Goals and Learning outcomes for Single Subject Teaching Credential Program Goals
Goal 1: Candidates will engage and support all students in learning.
Learning Outcome:

1-1: Candidates will apply knowledge of students, including their prior experiences,
interests, mental health, and social-emotional learning needs, as well as their funds of
9
knowledge, cultural, language, and socio-economic backgrounds to engage them in
learning.
Goal 2: Candidates will create and maintain effective environments for student learning.
Learning Outcome:

2-1: Candidates will establish, maintain, and monitor inclusive learning environments
that are physically, mentally, intellectually, and emotionally healthy and safe to enable all
students to learn.
Goal 3: Candidates will organize subject matter for student learning.
Learning Outcome:

3-1: Candidates will use instructional strategies appropriate to the subject matter
discipline, and design and implement disciplinary and cross-disciplinary learning
sequences, including integrating the visual and performing arts as applicable to the
discipline.
Goal 4: Candidates will plan instruction and design learning experiences for all students.
Learning Outcome:

4-1: Candidates will plan instruction that promotes a range of communication strategies
and activity modes between teacher and student, and among students, that encourage
student participation in learning.
Goal 5: Candidates will assess student learning.
Learning Outcome:

5-1: Candidates will apply knowledge of the purposes, characteristics, and appropriate
uses of different types of assessments (diagnostic, informal, formal, progress monitoring,
formative, and summative and performance) to design and administer classroom
assessments, including use of scoring rubrics.
Goal 6: Candidates will develop characteristics of a professional educator.
Learning Outcome:

6-1: Candidates will reflect on their own teaching practice and level of subject matter and
pedagogical knowledge to initiate learning that can improve instruction and learning for
students.
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CREDENTIAL PRELIMINARY ADMINISTRATIVE SERVICES (TIER I) with optional
masters in Educational Leadership
Preliminary Administrative Services (Tier I) credential students will demonstrate:

Develop an understanding of the concepts of leadership that can be used in the successful
operation of schools and school programs.

Develop a foundation for making sound administrative decisions in the areas of
curriculum, instruction, and assessment that include the dynamics of curriculum change
and the role of technology in the improvement of the instructional program.

Explore contemporary trends and issues that will have an effect on public education in
California and the nation in order to inform and educate staff, students, parents, and
community constituents about the possible impact of these forces of change.

Develop an understanding of school finance, school law, and human resources
administration that will prepare them to function effectively in a public school
environment.

Demonstrate a knowledge and understanding of the concepts of organizational and
systems management including operation of physical plant, working with the community,
obtaining supplies and resources to maintain the instructional program and school
facilities, managing transportation, developing procedures related to the safety of staff
and students, and implementing district emergency procedures.

Demonstrate an understanding of educational assessment techniques and measures, be
able to structure a research problem, and write a scholarly report of findings and
recommendations.
Goals and Learning outcomes for Preliminary Administrative Services (Tier I) Credential
Program Goals
Goal 1: Students will develop an understanding of the concepts of leadership that can be used in
the successful operation of schools and school programs.
Learning Outcomes: Through class experiences, readings, assignments and projects, candidates
will:

Demonstrate knowledge, understanding, and application of the concepts of leadership by
working with groups to facilitate a productive school culture.

Compare and contrast leadership styles in selected situations, case studies, and literature
in their in their reflective essay.
11

Demonstrate working collaborative, collegial planning when developing a vision for
reflect sound educational philosophy and a written plan to articulate this vision using
technology.
Goal 2: Develop a foundation for making sound administrative decisions in the areas of
curriculum, instruction, and assessment that include the dynamics of curriculum change and the
role of technology in the improvement of the instructional program.
Learning Outcomes: Through class experiences, readings, assignments, and projects,
candidates will:

Develop a collaborative, collegial plan to facilitate the development, articulation,
implementation, and stewardship of a vision of learning theories in American curriculum
and instruction in a written document that is shared and supported by the school
community.

Identify the appropriate roles of pupils, staff, school organizations, parents, and
community in curriculum development and evaluation and apply written procedures of
standard-based curriculum development to a real-life, school wide situation.

Implementation, and evaluation to a real-life, school-wide situation, to include:
o Alternate designs for curriculum
o Cognitive development and instructional strategies
o Assessment approaches

Implement and demonstrate strategies that promote equity among diverse student
populations that will identify ethnic, racial, cultural, and gender factors in selecting and
presenting curriculum materials and in meeting the needs of diverse learners

Demonstrate knowledge and application of multimedia technologies and multiple
assessments to curriculum to facilitate improvement of the educational program.
Goal 3: Explore contemporary trends and issues that will have an effect on public education in
California and the nation in order to inform and educate staff, students, parents, and community
constituents about the possible impact of these forces of change.
Learning Outcomes: Through class experiences, readings, assignments, and projects,
candidates will:

Demonstrate knowledge of how future trends and issues impact school management and
the importance of establishing a community of learners that will be embrace the future.

Inform and educate staff, students, and community in a written document regarding the
impact future trends and potential issues that may arise regarding curriculum and
instruction.
12

Maintain and document focus groups to explore “What If Questions”
Goal 4: Develop an understanding of school finance, school law, and human resources
administration that will prepare them to function effectively in a public school environment.
Learning Outcomes: Through class experiences, readings, assignments, and projects,
candidates will:
 Demonstrate knowledge of how authority and power, including legislation and court
decisions may influence the school district budget.
 Identify the financial condition of California schools
 Demonstrate ability to analyze, develop and manage a school budget using the state and
local district budget process, venue sources, and formula options using the California
Account Code Structure.
Goal 5: Demonstrate a knowledge and understanding of the concepts of organizational and
systems management including operation of physical plant, working with the community,
obtaining supplies and resources to maintain the instructional program and school facilities,
managing transportation, developing procedures related to the safety of staff and students, and
implementing district emergency procedures.
Learning Outcomes: Through class experiences, readings, assignments, and projects,
candidates will:

Demonstrate knowledge, understanding, and application of district policies and federal,
state, and local laws and regulations to the operation of the physical plant, transportation
issues, and instructional program.

Demonstrate a working relationship with parents and community constituents for the
betterment of school safety, school programs and student achievement by implementing
all district rules and regulations in a school-wide written document which included input
from the school learning community.
Goal 6: Demonstrate an understanding of educational assessment techniques and measures, be
able to structure a research problem, and write a scholarly report findings and recommendations.
Learning Outcomes: Through class experiences, readings, assignments, and projects,
candidates will:

Demonstrate knowledge understanding, and application of the contributions of major
theorists in assessment, tests, and measurements, both quantitative and qualitative.

Demonstrate, understand, and apply the use educational and psychological statistical
terms and psychometric concepts, including validity, reliability, correlations and
13
variables, and be able to calculate basic “descriptive” statistics and appropriately use
them to solve problems by interpreting, evaluating, and communicating testing
instruments to make appropriate test selection and use.

Demonstrate, understand, and analyze the link between curriculum, testing, and
evaluation; and use assessment data to support decision making for individual students
and programs and be able to communicate your results and diagnosis for the student.

Demonstrate the ability to use APA formatting and following punctuation guidelines
when developing a paper related to their chosen problem or project that meets
professional writing standards, follows APA guideline, and is properly stated and
researched.
CREDENTIAL PRELIMINARY ADMINISTRATIVE SERVICES (TIER II)
Preliminary Administrative Services (Tier II) credential students will demonstrate:
Clear Administrative Services Credential Induction Program students will demonstrate mastery
of the California Program Standards for Educational Leaders (CPSELs) by participating in
professional development and coaching under the auspices of university instructors and
appointed executive coaches to:

Demonstrate an understanding of the strategies that promote the success of all students by
facilitating the development of a culture and climate that promote the articulation,
implementation, and stewardship of a vision of learning that is shared and supported by
the school community

Demonstrate an understanding and ability to use the strategies and techniques for the
effective management of curriculum, instruction, and assessment in the K-12 public
education system

Demonstrate an understanding and ability to promote the success of all students by
engaging in collaboration with families and community members, responding to diverse
community interests and needs, and mobilizing resources

Demonstrate an understanding and ability to manage the school plant and grounds for
both fiscal efficiency and compliance with various federal and state laws; manage the
acquisition and distribution of materials for managing the school plant and the operation
of the instructional program; set clear working agreements at the school site; and develop
intervention and prevention strategies that support effective classroom management and
that contribute to a positive school climate
Goals and Learning outcomes for Preliminary Administrative Services (Tier II) Credential
Program Goals
14
Goal 1: Demonstrate an understanding of the strategies that promote the success of all students
by facilitating the development of a culture and climate that promote the articulation,
implementation, and stewardship of a vision of learning that is shared and supported by the
school community
Learning Outcomes: Through class experiences, readings, assignments, projects, and
observations by, and interactions with executive coaches, district mentors, and university
instructors, candidates will:

Demonstrate the ability to facilitate and implement the development of a healthy school
culture and climate that values and participates in the development of a school vision
including practices that value equity and embrace diversity to assure opportunities for all
students.

Demonstrate the ability to facilitate the development of a planning system that
incorporates state-of-the-art technology that is valued by staff for the purpose of
improving school operations and the learning environment.

Demonstrate an understanding among staff and community regarding the larger political,
social, economic, legal, and cultural context of the educational profession.
Goal 2: Demonstrate an understanding and ability to use the strategies and techniques for the
effective management of curriculum, instruction, and assessment in the K-12 public education
system
Learning Outcomes: Through class experiences, readings, assignments, projects, and
observations by, and interactions with executive coaches, district mentors, and university
instructors, candidates will:

Demonstrate understanding and ability to analyze leadership in identifying and applying
curricular theories within K-12 educational settings.

Demonstrate knowledge and understanding how to distinguish between different
classroom organizational structures and the instructional skills appropriate to each and
use this knowledge to develop short and long-range educational plans with the school
team or learning communities to implement curriculum, instruction, and assessment
changes. Model reflective practice and continuous growth and sustain professional
commitment and effort
Goal 3: Demonstrate an understanding and ability to promote the success of all students by
engaging in collaboration with families and community members, responding to diverse
community interests and needs, and mobilizing resources.
Learner Outcomes: Through class experiences, readings, assignments, projects, and
observations by, and interactions with executive coaches, district mentors, and university
instructors, candidates will:
15

Demonstrate the formation and leadership of a coalition of parents and community
services and appropriate agencies who support the school’s vision and mission to provide
quality education for all students and describe the role of organizational theory related to
the benefits of community engagement using theory in real organizational and
management as it relates to parent education programs, and outside agency.

Demonstrate the ability to lead groups in actual work settings, site councils, parent
organizations, community groups, and outside agencies who represent the diverse
population of the school; and community as a whole

Demonstrate the ability to analyze and communicate a proposed budget in terms of its
impact on all aspects of the educational instructional program to staff, parents, and the
larger community
Goal 4: Demonstrate an understanding and ability to manage the school plant and grounds for
both fiscal efficiency and compliance with various federal and state laws; manage the acquisition
and distribution of materials for managing the school plant and the operation of the instructional
program; set clear working agreements at the school site; and develop intervention and
prevention strategies that support effective classroom management and that contribute to a
positive school climate.
Learner Outcomes: Through class experiences, readings, assignments, projects, and
observations by, and interactions with executive coaches, district mentors, and university
instructors, candidates will:

Demonstrate knowledge and understanding of the school plant and operations by
reviewing the systematically physical plant, grounds, student services(e.g. food, and
transportation) to ensure that they are safe, meet Americans with Disabilities Act (ADA)
requirements, and comply with conditions that support accessibility for all students

Demonstrate the ability to engage stakeholders in using problem-solving and decisionmaking processes and distributed leadership to develop, monitor, evaluate, and revise
plans and programs.

Demonstrate the ability to conduct personnel evaluation to improve teaching by
establishing, coaching, and monitoring expectations in teaching and learning in keeping
with district and state policies.
CREDENTIAL READING/LITERACY SPECIALIST with optional masters in Reading
Literacy
Goals and Learning outcomes for Reading/Literacy Specialist Credential Program Goals
Goal 1: Candidates will accurately select a wide variety of appropriate formal and informal
assessment instruments to identify students' strengths and weaknesses.
16
Learning outcomes:

1-1: Candidates will choose and administer appropriate formal and informal assessment
instruments to tutees, as indicated by comprehensive lesson plans in six separate courses
(RDG 510, RDG 514, RDG 516, RDG 518, RDG 520, RDG 521).

1-2: Candidates will demonstrate understanding of the diagnostic roles of a wide variety
of formal and informal assessment instruments through written Diagnostic Reports for
Schools (RDG 510, RDG 514, RDG 516, RDG 518) and Literacy Profiles for Parents
(RDG 510, RDG 514, RDG 516, RDG 518, RDG 520, RDG 521.)

1-3: Candidates will construct a comprehensive written essay that (a) identifies the
typical uses of informal and informal assessment tools, (2) describes how they should be
selected and administered, (3) and explains the kind of diagnostic information that can be
derived from them (Reading and Language Arts Specialist Competency Exam).

1-4: Candidates will disaggregate and analyze assessment data from a specific district
and school site to develop an effective intervention plan for struggling readers and writers
at one grade level (RDG 598).
Goal 2: Candidates will effectively plan, deliver, and evaluate instruction for tutees, based on
assessment results.
Learning Outcome:

2-1: Candidates will indicate that they can effectively plan and deliver instruction for
tutees, based on (1) lesson plans, (2) diagnostic reports, and (c) a PLANNING Task
Stream requirement (RDG 510, RDG 514, RDG 516, RDG 518, RDG 520, RDG 521).

2-2: Candidates will critically analyze their written and implemented lesson plans to
evaluate which portions of the instruction were most/least effective and suggest
modifications that should be made for future tutorial sessions (RDG 510, RDG 514, RDG
516, RDG 518, RDG 520, RDG 521).

2-3: Candidates will locate appropriate age/grade related research-based strategies to
enhance their instructional repertoires and integrate them into a written literature review
and policy proposal presentation (pro or against a method, practice, or set of materials)
for a school district; includes a Task Stream submission (RDG 525).
Goal 3: Candidates will acquire the skills to provide appropriate and professional coaching
related to literacy instruction for other teachers, both within the Graduate Reading Program and
within a school district.
Learning Outcome:

3-1: Each candidate will successfully “mentor” another newer candidate in the Graduate
Reading Program by observing their one-to-one instruction with a tutee, analyzing
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patterns and trends during tutorial sessions, and providing verbal and written feedback to
the mentee (RDG 525—mentoring RDG 516).

3-2: Candidates will gather and interpret assessment data from a local school site and
then plan, deliver, and evaluate appropriate coaching instruction to a group of teachers at
the site as a way of offering a timely staff development opportunity (RDG 530).

3-3: Candidates will participate in a literacy conference presentation, literacy center
activity, or parent workshop in order to (a) serve in a leadership capacity to provide
appropriate strategy instruction and (b) coach other teachers who attend.
Goal 4: Candidates will demonstrate that they can integrate effective writing instruction into
classroom practices, based on the Common Core standards for all grade levels.
Learning Outcome:

4-1: Candidates will indicate that they can effectively plan and deliver Common Core
writing-based lessons for a range of tasks, purposes, and audiences, based on (1) lesson
plans, and (2) a WRITING task stream requirement (RDG 516, RDG 518, RDG 520).

4-2: Candidates will compose and evaluate a five-lesson Process Writing Unit (PWU)
for a specified Common Core writing genre. (RDG 516).
CREDENTIAL TRANSITIONAL KINDERGARTEN
Transitional Kindergarten credential students will demonstrate:
 Students will learn theories of development and factors that impact development
 Students will learn assessment and observation strategies
 Students will learn the impact of socio-cultural and economic influences
 Students will learn theories and evaluation of language acquisition
 Students will learn curriculum standards, strategies, and assessment
 Students will learn the importance of the socio-emotional domain
Goals and Learning outcomes for Transitional Kindergarten Credential Program Goals
 Goal 1: Students will learn theories of development and factors that impact development
Learning outcomes:

Gain and understanding of the factors that affect human development from conception through
adolescence.
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
Become familiar with major theories of development.

Understand the developmental impact of individual, family, and cultural influences.:
 Goal 2: Students will learn assessment and observation strategies
Learning Outcome:
 Use appropriate assessment and observation strategies to document development.
 Apply assessment and observation to lesson planning.
 Become familiar with California Early Learning System.
 Goal 3: Students will learn the impact of socio-cultural and economic influences
Learning Outcome:
 Analyze the impact of social, cultural, and economic influences on contemporary families.

Identify specific child development theories and understand how they apply to working with
children and families.
 Understand cultural development from a personal perspective.
 Goal 4: Students will learn theories and evaluation of language acquisition
Learning Outcome:
 Be familiar with theories and models of first and second language acquisition.
 Evaluate English Learner strategies and curriculum.
 Describe personal literacy history experiences and discuss the impact they might have on
attitude in teaching.
 Goal 5: Students will learn curriculum standards, strategies, and assessment
Learning Outcomes:
 Become familiar with the NCTM strands in relation to the developmental continuum of math
strands presented in California Preschool Learning Foundations.
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 Describe the key principles and create strategies to guide TK-age children’s learning of California
Preschool Learning Foundations in earth, life, and physical sciences.
 Understand assessment and how it guides incorporation of math and science in daily classroom
experiences
 Goal 6: Students will learn the importance of the socio-emotional domain
Learning Outcomes:

Demonstrate understanding of social- emotional domain as foundational to children’s development
and learning

Practice interactions that support children’s social-emotional development

Propose strategies to promote the development of self, social interaction and relationship building
in children
MASTER OF SCIENCE CHILD DEVELOPMENT
Child Development majors will demonstrate:

The University of La Verne’s Masters in Child Development program is designed for
child development professionals dedicated to bettering the lives of children. Through
coursework that integrates practical and theoretical concepts, students develop the skills
to assume leadership roles in all phases of the child development field.
Goals and Learning outcomes for MSCD Program Goals
Students will graduate from the MS Child Development Program with:
Goal 1: Broad knowledge of child development theory and research;
Learning outcomes:

1-1: Graduates of the program will demonstrate understanding of concepts associated
with seminal theories in the child development field (e.g., Erikson, Piaget, Bowlby,
Vygotsky, Bronfenbrenner) through assessments, written papers, and application
activities.

1-2: Graduates of the program will participate in the reading and evaluating of current
child development scholarly research and report understanding of findings within written
literature reviews.
Goal 2: Expansive familiarity of children’s physical, cognitive, social, and emotional
development and understanding of how development in these domains has importance within
home and educational settings
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Learning Outcome:

2-1: Graduates of the program will recall key developmental milestones that take place
within each domain of development from conception through adolescence through
assessments, written papers, and class discussions.

2-2: Graduates of the program will apply knowledge of children’s developmental
domains to scenarios within home and educational settings through written papers, class
discussions, and oral presentations.
Goal 3: Ability to apply child development theory to situations involving children and families
and to facilitate developmentally appropriate interactions with children, their families, and the
environments in which they interact (e.g., school, home);
Learning Outcome:

3-1: Graduates of the program will explain how theoretical concepts can be used to
interpret circumstances involving children, families, parents, and teachers (e.g., behavior
issues, learning problems, atypical developmental outcomes) through written papers,
class discussions, and oral presentations.
Goal 4: Competence to think critically about research and to use research conclusions and data
to make informed decisions regarding children’s development, behavior, curriculum, and/or
interactions with others in the environment (e.g., teachers, parents, siblings);
Learning Outcome:

4-1: Graduates of the program will support decisions regarding children with research
evidence and employ an evidence-based approach in practical situations through
application activities and written papers.
Goal 5: Skills to evaluate and develop curriculum (instruction and assessment) for children
based on developmentally appropriate practice;
Learning Outcomes:

5-1: Graduates of the program will merge their understanding of children’s development
with evaluation of curriculum and assessment tools, assessing the tools’ appropriateness
for enhancing learning in young children.
Goal 6: Capacity to disseminate child development knowledge to a wide variety of audiences
(e.g., teachers, parents, college students);
Learning Outcomes:

6-1: Graduates of the program will translate knowledge about child development theory
and research into information that is easily understood and processed by those less
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familiar with the subject matter through practice in oral presentations, written
communication, and classroom discussions.
Goal 7: Capability to apply reflective practices to roles within the field of child development;
Learning Outcomes:

7-1: Graduates of the program will recognize the importance of mindfulness and
reflection when working within fields that impact children and will practice reflection in
class discussions and written papers.
Goal 8: Excellence in effectively communicating complex information in both oral and written
form.
Learning Outcomes:

8-1: Graduates of the program will articulate understanding of theoretical concepts,
research findings, and developmental milestones through written papers and oral
presentations.

8-2: Graduates of the program will write papers that are organized, demonstrate
knowledge of sentence structure and paragraph structure, express thoughts clearly and
concisely, and utilize APA style for citations and references.

8-3: Graduates of the program will give presentations that are organized, employ clear
visual aids, and express thoughts in a clear and understandable manner.
MASTER OF SCIENCE CHILD LIFE
The values that serve as a Conceptual foundation/ framework for the Child Life Master’s Degree
Program include educating future Child Life Specialists Who:






Demonstrate integrity, respect, collaboration, teamwork and leadership
Reflect generosity, energy, understanding, enthusiasm and caring.
Build relationships through embracing diversity and equality and becoming empowered
advocates for themselves and others through integral communication.
Exhibit an open, honest, genuine and consistent manner/attitude.
Express confidence and competence while also representing a commitment to standards
of excellence, knowledge, planning, technology and lifelong learning.
Embrace a vision that mirrors humanism, hope, healing, dignity, discovery, creativity,
change, acceptance, responsibility, and have the courage to embrace leadership.
Goals and Learning outcomes for MSCL Program Goals
Goal 1: Child Life candidates will acquire the content knowledge necessary to achieve
excellence as Certified Child Life Specialists nationally and globally.
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Learning outcome: Candidates will pass the National Child Life Certification exam at the
national score of 500
Goal 2: Program candidates will apply relevant theories and approaches while providing Child
Life Services to children and their families in a health care environment.
Learning Outcome: Program candidates will use Child Life evaluation tools to demonstrate that
they apply the theoretical foundation of Child Life with children and their families
Goal 3: Candidates will be able to build trusting and respectful relationships with vulnerable
children and their families in medically sensitive and potentially traumatic and life threatening
situation.
Learning Outcomes:

With empathy and compassion candidates help to build a bridge between the health care
team and the family enhancing a sense of empowerment, advocacy and open
communication.

Candidates demonstrated an understanding of culturally diversity skills and multiculturalism in order to embrace and celebrate the uniqueness of every family.
Goal 4: Child Life candidates will effectively assess the harmful effects of the traumatic
experience on the children’s physical, emotional, psychosocial and psychoeducational
development, and will then plan and implement appropriate intervention strategies
Learning Outcomes:

During the Practicum/Internship candidates evaluate the developmental needs of the
children and their families through appropriate National Child Life Assessment tools
supervised by a Certified Child Life Specialist.

During the Practicum/Internship candidates create, implement and evaluate
developmentally appropriate coping, educational, cultural & self-expression interventions
using expressive media such as art, music, sensory, literature, humor and medical
therapies etc.
CREDENTIAL MASTER OF SCIENCE EDUCATIONAL COUNSELING WITH
OPTIONAL PUPIL PERSONNEL SERVICES (PPS)
Educational Counseling PPS credential students will demonstrate:

Graduates of the University of La Verne Educational Counseling Program will be
able to explain, debate and employ the principles, concepts, skills and applications of
educational counseling. This will be accomplished through faculty mentoring,
coursework, practica, fieldwork, internship, and research in the following areas:
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Goals and Learning outcomes for MSEC (PPS) Credential Program Goals
Goal 1: Candidates will integrate historical milestones and major components related to the
school counseling profession with best practices of mental health science.
Learning outcomes: Proficiency in this area is demonstrated through the following
competencies as each candidate participates in foundational coursework:

1-1: Differentiate between counseling theories and its application to the school setting.

1-2: Demonstrate knowledge of the role and function of the school counselor, including
professional standards and behaviors as described in California Standards for the school
counseling profession, the American School Counselor Association’s National Model and
the Mindsets & Behaviors for Student Success.

1-3: Apply theoretical counseling constructs to individual and group counseling
interventions that is sensitive to the systemic (family), political, psychosocial, biological
(e.g., phenotype) and ecological influences (e.g., family, community, school settings,
work settings) that shape individual cultural identity.
Goal 2: Candidates will integrate school counseling best-practices within organizational systems
theory, collaborative strategies and program development and implementation.
Learning Outcome: Proficiency in this area is demonstrated through the following
competencies as each candidate participates in mastery-level courses:

2-1: Understand and apply legal and ethical principles to situations occurring in K-14
school system.

2-2: Apply problem solving techniques in critical incidences and school safety-related
situations.

2-3: Demonstrate consultative, coordinating and leadership competencies to address the
developmental needs of all students.

2-4: Evaluate measurable multi-tiered school counseling programs and services in the
areas of academic, social/emotional learning, and career and college readiness.
Goal 3: Candidates will acquire knowledge and skills in a variety of technological applications
appropriate to the school counseling profession.
Learning Outcome: Proficiency in this area is demonstrated through the following
competencies as each candidate participates in foundational and mastery-level courses and in
practica and fieldwork experiences:

3-1: Acquire the knowledge and skills necessary to utilize technological tools to analyze
data and inform practice and program development in the school setting.
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
3-2: Utilize technical software and resources to assist K-14 students in academic
planning, college, career goal and personal development.

3-3: Utilize high-tech strategies and best practices to create school-based infrastructures
and programs.

3-4: Conduct research and use assessment data in order to develop, implement, and
maintain a data-driven comprehensive and developmental school counseling program.

3-5: Define legal and ethical issues associated with minors and adults use of the internet.
Goal 4: Candidates will demonstrate socio-cultural competency through developing selfawareness, acquiring cultural knowledge, and utilizing culturally-specific counseling skills.
Learning Outcome: Proficiency in this area is demonstrated through the following
competencies as each candidate participates in foundational and mastery-level courses and in
practica and fieldwork experiences:

4-1: Understand the role of racial, ethnic, and cultural heritage, nationality,
socioeconomic status, family structure, age, gender, sexual orientation, religious and
spiritual beliefs, occupation, physical, and mental status, local, regional, national,
international perspective, and equity issues in schools.

4-2: Recognize cultural biases and the importance of educating professionals, students,
supervisees, and consumers about interracial, interethnic, and diverse sexual orientations
and gender identity/expression couples’ issues. • Recognize and strategically confront.

4-3: Distinguish between the efficacy of both traditional and non-traditional
interventions in counseling and understand the role of social justice, advocacy, and
community engagement in supporting individuals and schools.

4-4: Consider cultural factors in exploring students’ career choices, identity formation
and job satisfaction

4-5: Identify and make use of culturally appropriate materials and assessment
instruments.
Goal 5: Incorporate knowledge and skills gained in foundational and mastery school counseling
courses and directly apply the knowledge to professional practice in real world school counseling
situations.
Learning Outcomes: Proficiency in this area is demonstrated through the following
competencies as each candidate participates in 400-600 hours of fieldwork:

5-1: Demonstrate professional entry level skills by meeting minimum assessment
standards on evaluations by the site and university supervisor at the end of each fieldwork
course.
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
5-2: Design fieldwork objectives based on state and professional standards and aligned
with the comprehensive work of the school counselor.

5-3: Apply legal and ethical principles for the school counseling profession through the
development of a case study based on the fieldwork site.
CREDENTIAL MASTER OF SCIENCE SCHOOL PSYCHOLOGY WITH PUPIL
PERSONNEL SERVICES (PPS)
Goals and Learning outcomes for MSP (PPS) CREDENTIAL Program Goals
Goal 1: School psychology program candidates will acquire the necessary foundation content
knowledge to enter the field as neophyte school psychologist.
Learning outcome: Candidates will pass the National School Psychology Praxis exam at the
national score of 147
Goal 2: Program candidates will acquire and develop skills specific to the practice of psychology
school: assessment/evaluation, consultation, data-based intervention skills, and professional
work characteristics.
Learning Outcome: Candidates will demonstrate an increasing level of expected skills during
fieldwork/internship as evaluated by site supervisor on the Demonstrated Skills Evaluation rating
form.
Goal 3: School Psychology program candidates will develop the skills to effectively plan and
conduct a psychoeducational evaluation, analyze the results, and apply findings to establish
appropriate support services and educational interventions that will address student learning
needs.
Learning Outcome: Candidates will demonstrate these skills in their culminating assessment
course as measured by the completion of four psychoeducational reports and instructor rating of
their performance on the Psychoeducational Report writing rubric
Goal 4: Program candidates will articulate awareness and employ knowledge of theories and
concepts underlying the delivery of culturally sensitive psychoeducational services in school
settings and advocate for high levels of educational equity and social justice in work with diverse
students, parents, staff, and communities.
Learning Outcome: Candidates will demonstrate advanced levels of advocacy and professional
growth in their execution of culturally competent skills based on completion of the diversity
course in concert with a self-assessment and instructor evaluation of cultural competency skills
utilizing a rubric that evaluates their professional development of multiculturalism and diversity
skills.
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MASTER OF EDUCATION SPECIAL EMPHASIS
Goals and Learning outcomes for MESE Program Goals
Goal 1: Students learn to evaluate the quality of assessment instruments
Learning outcomes: Students evaluate the quality of various tests using validity, reliability, and
usability measures.
Goal 2: Students learn to synthesize and critique research
Learning Outcome: Students write a literature review showcasing their ability to synthesize
and critique research studies.
Goal 3: Students learn to evaluate the strengths and weaknesses of schools
Learning Outcome: Students analyze the strengths and weaknesses of a school district and
make recommendations based on their analysis.
Goal 4: Students learn to develop a comprehensive writing project
Learning Outcome: Students create a culminating master’s project that demonstrates their
ability to problem solve, critically analyze research, and meet professional writing standards.
ED.D. ORGANIZATIONAL LEADERSHIP
Goals & Learning Outcomes for the doctoral program
Program Goals
1. Students will develop knowledge and skills related to personal and interpersonal
leadership effectiveness
2. Students will understand and apply classic and contemporary theories of leadership
3. Students will build a knowledge base of team facilitation theory and practice.
4. Students will develop skills for assessing and leading teams
5. Students will gain a comprehensive grounding in classic and contemporary theoretical
and empirical organization studies literature
6. Students will understand and apply theory to practice in organization change and
development
7. Students will learn the knowledge and skills to conduct research independently
8. Students will engage in and promote evidence-based practices through the application of
scholarly research
Personal/Interpersonal Leadership
Goals:
27
1. To develop knowledge and skills related to personal and interpersonal leadership
effectiveness
2. To understand and apply classic and contemporary theories of leadership
Learning Outcomes:
Students will:
1. Develop the self-awareness essential for authentic, character-driven leadership and ongoing leadership development.
2. Understand the competencies associated with emotional intelligence and design strategies
for continual growth in expressing emotions in positive and productive ways.
3. Develop skills in handling important and difficult conversations in a safe and constructive
way.
4. Understand and integrate into leadership practice techniques of managing personal
energy and responding effectively to stressful and challenging.
5. Understand and explore the positive and negative parts of the self that are hidden from
view.
6. Learn the principles, techniques, and behavioral skills related to persuasive
communication.
7. Develop awareness of the principles and practices of effectively managing conflict and
apply communication strategies to deal effectively with conflict in all leadership contexts.
8. Understand how leadership theories contribute to a personal leadership philosophy.
9. Integrate leadership theories and apply them to one’s leadership practice.
10. Understand and apply the dynamics and strategies of third-party interventions in conflict
situations.
11. Understand and practice the foundation coaching skills of: a) asking powerful questions,
listening effectively, c) offering appropriate feedback, and d) developing trust and
rapport.
12. Synthesize the feedback from personal assessments and identify strengths and
opportunities for growth as a leader.
Team Leadership
Goals
1. Students will build a knowledge base of team facilitation theory and practice.
2. Students will develop skills for assessing and leading teams
Learning Outcomes
Students will:
1. Use theoretical models to observe, diagnose, and analyze stages of group/team
effectiveness
2. Design meetings with knowledge of: adult learning theory, multiple modalities,
individual preferences, cultural differences, learning preferences, and norms
3. Build strong and effective groups and teams in face-to-face and virtual environments
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4. Develop a repertoire of strategies and techniques that facilitate group process and tasks
5. Facilitate group decision making and problem-solving using strategies and structured
activities
6. Employ cycles of Action Research and Action Learning as a method of scholarly practice
7. Become competent process consultants by teaching, modeling, facilitating, and guiding
groups and teams toward maximum effectiveness
8. Intervene skillfully in process to encourage interdependence and constructive interactions
among people in groups and teams
9. Use strategies and techniques to manage conflict in groups
10. Use strategies and techniques to manage politics in their organizations
Organizational Leadership
Goals
1. To gain a comprehensive grounding in classic and contemporary theoretical and empirical
organization studies literature
3. To understand and apply theory to practice in organization change and development
Learning Outcomes
Students will:
1. Demonstrate in writing an understanding of theories and concepts salient to organization
studies.
2. Investigate primary influences in organizational futures and policy development,
including technology and globalization.
3. Research and analyze in writing various theories, models, frameworks, practices,
and approaches to change in groups and organizations.
4. Explore, develop, and practice ethical aspects of leading change.
5. Apply strategic systems thinking relative to designing change interventions that will
increase effectiveness in groups and organizations.
6. Build knowledge and skills about process consultation based on Schein’s
model, agreements (MOU), and readiness for change.
7. Discover how theory informs practice, and how reflection furthers growth.
8. Hone critical and scientific thinking skills.
Research
Goals
1. Students will learn the knowledge and skills to conduct research independently
2. Students will engage in and promote evidence-based practices through the application of
scholarly research
Learning Outcomes
Students will:
1. Demonstrate skills in evaluating and critiquing research
2. Formulate problem statement, purpose statement, and research questions
3. Distinguish approaches of qualitative and quantitative research
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4. Understand research ethics and biases
5. Locate, analyze, and synthesize research literature based on well-developed database
search and organizing strategies
6. Understand quantitative and qualitative research methods and design issues relevant to
the pursuit of research
7. Conduct research with a high degree of competence, analyze and evaluate the results of
the research, and communicate the results
8. Conduct and disseminate original scholarship that demonstrates acquisition and
application of new knowledge and theory
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