Master of Science in Education Degree plus Teacher Preparation Programs

Dominican’s Master’s degree programs develop graduates who become educational leaders trained to meet the needs of California’s K-12 diverse populations. We expect our graduates to play an active leadership role in making a positive difference in education communities.

Statement of Purpose

Dominican University of California candidates are prepared to address the needs of 21st century students through skills development in communication, collaboration, creativity, and critical thinking. As candidates move through their programs, they begin with foundational knowledge in special education, child and adolescent development, culture and diversity and instructional technology; then they progress to subject-specific pedagogies and finally to reflective classroom practice. All candidates enroll in courses and take them in an intentionally sequenced order.

All multiple-single subject and Education Specialist candidates follow the same developmental sequence of courses, which are divided into three categories: (1) core courses; (2) pedagogy and reflective practice; and (3) supervised fieldwork. Each course in this sequence has been assigned specific Teaching Performance Expectations (TPEs). Through this sequence of courses, candidates who are student teaching or intern teaching have opportunities to understand, practice and apply pedagogical competencies as defined by the TPEs.

Additional Master of Science in Education Degree Programs

Dominican University of California offers several 30-unit graduate programs leading to the degree of Master of Science in Education. These programs are designed for education professionals who are interested in teaching and learning and who wish to prepare for leadership roles in education. These programs prepare candidates for new roles and responsibilities in education and professional careers.

The two emphasis options are: Special Education or Interdisciplinary Studies. Admission is available in the Fall and Spring semesters. Courses are offered during in the late afternoon, early evening, and in hybrid online/face-to-face formats to accommodate the needs of working professionals.

Please see the Admission to Graduate Study section of this catalog for admission requirements and prerequisites.

Master of Science in Education: Special Education

Thirty units of coursework, and directed research are required for the degree. Students complete 15 units of core classes and 15 units of advanced coursework in Special Education.

Master of Science in Education: Interdisciplinary Studies

The Interdisciplinary program is ideal for working professionals who are interested in advanced studies in education. A minimum of three (3) semesters of graduate level work at the university is usually required.

All candidates in the Interdisciplinary program take a 15-unit core course sequence. Candidates choose an additional 15 units from selected graduate fields, based on individual interests and career goals. Students complete a thesis or directed research project, approved by their advisor, which is presented at the end of the program to faculty and students.

Master of Science in Education Degree plus Teacher Preparation Program Learning Outcomes

Dominican’s Department of Education faculty designed seven Program Learning Outcomes, which define the knowledge, skills and abilities that we expect of every candidate who completes Dominican’s Multiple/Single Subject Credential Programs, whether in San Rafael or Ukiah, whether a Student Teacher or Intern Teacher. These seven outcomes define for us the characteristics of a Dominican-educated teacher. Further, we have linked each of these PLOs to the Teaching Performance Expectations (TPEs) in order to be sure that all candidates learn, practice and apply all 13 TPEs in the context of these outcomes.

Conceptions of Teaching and Learning
Candidates construct a personal conception of teaching and learning which embraces a belief that all students can learn and reveals their ability to meet the needs of all students, including English learners and students with special needs. (TPE 7, 8)
Understanding Theories
Candidates value theory as an explanatory tool for practice; they demonstrate a comprehension of theories relating to political, historical, cultural, linguistic, and psychological dimensions of teaching and learning. (TPE 5, 6, 7)
Creating and Maintaining Effective Environments for Student Learning
Candidates develop and maintain clear expectations for academic and social behavior. They establish procedures for routine tasks and manage transitions to maximize instructional time. They know how to establish rapport with all students and their families for supporting academic and personal success through caring, respect, and fairness. (TPE 10, 11)
Planning Instruction and Designing Learning Experiences for Students
Candidates select and adapt instructional strategies, grouping strategies, and instructional materials to meet student learning goals and needs. To accommodate varied student learning and language needs, they plan differentiated instruction. (TPE 1, 8, 9)
Assessing Student Learning
Candidates understand and use a variety of informal, formal, formative and summative assessments to determine students’ progress and plan instruction. (TPE 2, 3)
Engaging and Supporting Students in Learning
Candidates explain content clearly and reinforce content in multiple ways. They provide opportunities and adequate time for students to practice and apply what they have learned. They ensure the active and equitable participation of all students. They motivate students and encourage student effort. (TPE 4, 5, 6, 7)
Developing as a Professional
Candidates improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies. They understand important elements of California and federal laws and procedures pertaining to the education of English learners, gifted students and individuals with disabilities. They are aware of and act in accordance with ethical considerations and model ethical behaviors for students. (TPE 12, 13)

Teacher Preparation Programs

Program Delivery Options

Dominican’s credential programs are offered in two options: student teaching or internships.

Dominican University supervises student teachers and interns in Marin, Napa, Sonoma, San Francisco, Alameda, Contra Costa, West Contra Costa, Lake, Humboldt, and Mendocino counties. All credential programs follow both the public school and University calendars.

Student Teaching Option

The student teaching program option provides candidates the opportunity to complete their coursework over a two-, three- or four-semester period. Candidates engage in professional coursework and field experience in the beginning of the program, and continue with professional coursework and full-time student teaching under the direct supervision of an experienced teacher in their last semester.

The accelerated format requires a full-time commitment for preparation over a two-semester period. During the first semester, each candidate engages in professional coursework and field experience in schools, and in the second semester continues with professional course work and full-time supervised student teaching. The accelerated program is available for the multiple and single-subject programs, in San Rafael and Ukiah.
The transition format is designed for adult learners and career changers whose life circumstances require a longer transition into teaching. The program requires participation over three or four semesters. Courses are offered in the late afternoon and evening. Student teaching candidates are required to verify a minimum of 60 hours of observation prior to supervised student teaching. The transition format is available for Multiple Subject, Single Subject, Education Specialist and Dual programs in San Rafael and Ukiah.

Internship Option

The internship credential program option is designed for candidates who are teaching in participating school districts, currently working on an internship credential and wish to obtain their preliminary teaching credential. Teachers who meet the requirements for an internship credential may use their full-time teaching experience, in lieu of a supervised student teaching placement, to obtain their preliminary teaching credential while continuing to work full time. Intern candidates take 8-9 units each semester for up to four semesters. Candidates transferring to the intern program from the student teaching program are required to teach on an intern credential for a minimum of two full semesters. The intern program is available for Multiple Subject, Single Subject and Education Specialist candidates in San Rafael and Ukiah.

Program Co-Requisites

All candidates for the Preliminary Multiple Subject, Preliminary Single Subject, and the Preliminary Education Specialist Mild/Moderate Credentials are required to complete a co-requisite course in Child and Adolescent Development. All candidates must complete the course by the end of the first semester.

In addition to the preliminary credentials listed above, the School of Education and Counseling Psychology offers the following:

Education Early Childhood Special Education added authorization (San Rafael only)

For information on Dominican’s graduate education program offerings at the Ukiah Center, please call 707-463-4800, email ukiah@dominican.edu or for programs in San Rafael by contacting the Admissions Office at 415-485-3280 or email education@dominican.edu.

Please see the Admission to Graduate Study section of the Catalog for admission and prerequisite requirements.

Preliminary Multiple Subject Credential

The Preliminary Multiple Subject Credential authorizes the holder to teach in a self-contained classroom such as classrooms in most elementary schools. However, a teacher authorized for multiple subject instruction may be assigned to teach in any self-contained classroom (preschool, K-6, or in classes organized primarily for adults). In addition, the holder of a Preliminary Multiple Subject Teaching Credential may serve in a core or team teaching setting.

The Preliminary Multiple Subject Credential authorizes candidates to seek initial employment as a multiple subject (elementary) teacher, but does not authorize ongoing teaching service. Candidates will need to complete professional preparation within five years of the date of issuance of the preliminary credential in order to continue ongoing teaching service as an educator. In order to complete the professional credential, candidates are required to enroll in a commission-accredited Professional Clear Teacher Induction Program.

Preliminary Single Subject Credential

The Preliminary Single Subject Credential authorizes the holder to teach the specific subject(s) named on the credential in departmentalized classes such as those in most middle schools and high schools. However, a teacher authorized for single subject instruction may be assigned to teach any subject in his or her authorized fields at any grade level (preschool, grades K-12, or in classes organized primarily for adults).

The Preliminary Single Subject Credential authorizes candidates to seek initial employment as a single-subject (secondary) teacher, but does not authorize ongoing teaching service. Candidates will need to complete professional preparation within five years of the date of issuance of the Preliminary Credential in order to continue ongoing teaching service as an educator. In order to complete the Professional Credential, candidates are required to enroll in a commission-accredited Professional Clear Teacher Induction Program.

Preliminary Education Specialist: Mild/Moderate Instruction Credential

The Preliminary Education Specialist: Mild/Moderate Instruction Credential is designed for individuals interested in teaching students with mild/moderate learning challenges. Candidates completing this program will be authorized to teach students with learning disabilities, mental retardation, autism, other health impairments, and emotional disturbances.

The Preliminary Education Specialist Instruction Credential authorizes candidates to seek initial employment as a special education teacher, but does not authorize ongoing teaching service. Candidates need to complete Professional Clear preparation in special education within five years of the date of issuance of the Preliminary Credential in order to continue ongoing teaching service as a special educator.

Dual Credential Teacher Preparation Programs

The Dual Credential Teacher Preparation Programs allow candidates to earn both a Preliminary Education Specialist Instruction and a Preliminary Multiple or Single Subject Credential concurrently. Candidates are required to complete coursework in both credential areas and participate in supervised student teaching or intern assignments in special education and general education classrooms.

Ukiah Center

The Dominican University of California Ukiah Center offers two options for completing the Preliminary Multiple Subject, Preliminary Single Subject, or the Preliminary Education Specialist credential requirements. A one-year supervised student teaching program is available, as is a two-year internship credential program for all qualified candidates. All programs begin in the Fall semester only, with classes held on afternoons, weekends, and evenings to meet the needs of working adults. Depending on student enrollment and geographic density, classes may be held in Ukiah, Fort Bragg, Lakeport and/or Santa Rosa.

Requirements for California teaching credentials typically undergo significant changes during the two years covered by a University Catalog. Candidates planning to work toward any credential or special program should consult with a Department of Education advisor as soon as possible.

Preliminary Teaching Credential Requirements

To continue as an eligible credential candidate, and prior to being recommended for their preliminary credential, all candidates must meet the following California Commission on Teacher Credentialing (CCTC) requirements:

All candidates must have current fingerprint records and an approved background check on file with the California Commission on Teacher Credentialing (CCTC). This may include one of the following: valid Certificate of Clearance, valid 30 Day Emergency Teaching Permit, valid Child Development Permit, other current credential authorization from the CCTC.
All candidates must submit proof of a negative Tuberculosis (TB) examination: Skin test or chest X-ray. Results are valid for 2 years and must remain current throughout the duration of program completion.
All candidates must complete a course in child and adolescent development as a co-requisite requirement. Candidates are required to complete the course by the end of the first semester.
All credential candidates must fulfill the Basic Skills Requirement prior to Admission to the credential program. This requirement may be met by receiving passing scores on the California Basic Educational Skills Test (CBEST), passing scores on the CSET: Writing Skills plus three subtests of the CSET: Multiple Subjects, ACT examination, SAT examination, AP examination, CSU placement exams, or an approved basic skills exam from another state.
All candidates must demonstrate subject matter competency. This requirement is met by receiving passing scores on the California Subject Examination for Teachers (CSET) or through the completion of a Commission-approved Subject Matter Preparation Program (secondary only) in the subject area for which they are seeking a credential. All candidates taking the CSET are required to take all sections by the end of the 1st semester in their credential program. Accelerated candidates are required to pass this exam prior to the end of their first semester in the credential program. Transitions candidates are required to pass this exam prior to enrolling in Observation and Preparation for Supervised Teaching.
All candidates must verify that they have met the U.S. Constitution requirement by receiving a passing grade in a course (at least two semester units or three quarter units) or passing an examination in the Provisions and Principles of the U.S. Constitution given by a regionally accredited college or university. This requirement must be met before a candidate can be recommended for his/her preliminary or intern credential. (Education Code Section 44335)
All candidates must verify that they have received training and have current certification in CPR for adults, infants and children, which meets the criteria of the American Heart Association or American Red Cross prior to receiving their preliminary credential recommendation. (Education Code Section 44259)
Multiple Subject and Education Specialist credential candidates are also required by California Education Code to pass the Reading Instruction Competence Assessment (RICA) before they are recommended for a preliminary credential.
All candidates must successfully pass the California Teaching Performance Assessment as part of the requirements to earn their preliminary credential recommendation. (CalTPA)

Requirements for California teaching credentials may undergo significant changes during the two years covered by a university catalog. Candidates planning to work toward any credential or special program should consult with a Department of Education advisor as soon as possible.

Curriculum Requirements

Note: Courses numbered EDUC 5010 to EDUC 5385 are available only in San Rafael. Courses numbered EDUC 5510 to EDUC 5695 are available only in Ukiah. Courses numbered EDUC 5800 are ASD added authorization courses. Courses numbered EDUC 5900 are MS Education courses. Semester offerings are subject to change based on enrollment.

Dominican’s Preliminary Multiple and Single Subject Teacher Preparation Programs require a total of 34 units for candidates to earn a credential recommendation; the Preliminary Education Specialist teacher preparation program requires a total of 40 units. The specific Course Requirements are listed as follows: