MASTER'S DEGREE, M.ED.

Experience, Exploration, Implementation & Inquiry

Beginning from and building upon the ongoing legacy of the IMPACT intern teacher program, the Teachers College of San Joaquin was founded. Teachers College of San Joaquin is the first WSCUC accredited college housed within a California county office of education and, since its inception in 2009, has graduated more than 400 masters candidates. With a vision to develop a workforce of innovative and reform-minded educators, the college includes opportunities for veteran educators to advance their understanding of the needs of 21st century learners and refine their practice as they earn a masters degree in education. Graduate candidates are challenged to consider and design new models of schools, carry out action research, develop curriculum, hone leadership skills, and reflect on the outcomes of their practice.

The master’s degree program at Teachers College of San Joaquin includes a set of core courses that are required within all M.Ed. concentrations. These courses are designed to prepare students to explore innovative teaching and leadership practices; engage with reform models of schools; use Design Thinking to create curriculum; and, gain knowledge in research methods in order to design and implement individualized teacher action research. Students become masters in their research area and are informed agents to lead change within their school communities.

CURR321 Research Methods and Application (3) The purpose of the Research Methods and Application course is to expose candidates to the role of various types of research literature and learn to be informed consumers of research. Topics in this course that help candidates deepen understanding of techniques of research design include, but are not limited to, empirical research constructs, review of evaluation research and policy analysis, how to read quantitative and qualitative research reports, descriptive and inferential statistics, and basic understandings of the scientific method (problem, hypothesis, data collection, and data analysis). Candidates develop a research proposal in this course with essential elements of effective research methodologies.

CURR341 Preparing Students for the 21st Century (3) Exploration of the context of 21st century learning environments are researched, observed, and discussed. The recent reforms and innovations in P-12 education, especially focusing on college and career readiness initiatives and implications to schools, are examined. Design Thinking is used to challenge candidates to reimagine solutions to complex educational issues and invent innovative models of schools and classrooms. What would a truly innovative, reform oriented, 21st century classroom look like? What are the implications to teachers who need to prepare students to be engaged in civics and global awareness? These issues are among the topics and questions considered in this course.

CURR343 Curriculum for the 21st Century (3) Candidates extend their understanding of how to transition from conventional teaching practices to identifying and practicing strategies necessary to design 21st century learning environments. Application of Design Thinking for the development of integrated, real-life, inquiry based Project Based Learning units provide the major focus of the course. Candidates consider topics such as authentic assessment and how to embed rigor, relevance, reflection and relationships to enhance P – 12 students’ learning. Candidates are challenged to reflect on the critical need to reinvent how TK-12 students are prepared for their futures.

CURR345 Teacher Action Research (3) The purpose of the Teacher Action Research course is to help candidates understand a research that is defined to be any effort towards reflective and disciplined inquiry. Course content includes learning the processes of action research, how to conduct action research, and that research can involve a wide array of methods derived from both the quantitative and qualitative domains. The focus of the action research project will be defined by the candidate and will follow guidelines related to the teaching and learning process, be within an appropriate scope of influence, and with a purpose of initiating action to understand or solve a problem.

CURR384 Writing the Literature Review (2) Candidates will participate in conversations with faculty, experts, and colleagues on a variety of topics related to the development of a literature review. Specific attention will be paid to topic development, keyword searches, adequate sources, writing style, development of an outline, and correct citing of research in accordance to the American Psychological Association (APA).

M.Ed. Early Education (32 units)

The Masters of Education degree in Early Education is designed for early childhood educators and leaders. The program is comprised of 12 units of early education coursework and 20 units from the TCSJ M.Ed. core coursework. The early education courses focus on the social, emotional, cognitive, and language development of young learners aged birth through 8 years. Students in the program will learn strategies to gather observational evidence to help them identify potential learning disabilities, understand learning trajectories, as well as develop curriculum and instructional strategies effective for the early learner. The TCSJ M.Ed. core coursework also supports students as they learn about and engage in the development of innovative learning environments for early learners.

Coursework

  • CURR321 Research Methods and Application (3)
  • CURR341 Preparing Students for the 21st Century (3)
  • CURR343 Curriculum for the 21st Century (3)
  • CURR345 Teacher Action Research (3)
  • CURR384 Writing a Literature Review (2)

  • CURR344 Lesson Study (2)
  • ECED390 Early Foundations in Social, Emotional, and Cognitive Development (3)
  • ECED392b Early Language and Literacy Development (3)
  • ECED398b Authentic Observation and Assessment (3)
  • ECED399 Curriculum Development for the Early Learner (3)
  • ECED385 Masters Project in Early Education (4)

M.Ed. Educational Inquiry (32 units)

The Educational Inquiry Concentration is designed for educators who aspire to deepen their understanding of 21st century learning environments, school reform, and action research.

Candidates may be eligible to transfer up to eight units of credential coursework pending transcript review.

Coursework

  • CURR321 Research Methods and Application (3)
  • CURR341 Preparing Students for the 21st Century (3)
  • CURR343 Curriculum for the 21st Century (3)
  • CURR345 Teacher Action Research (3)
  • CURR384 Writing a Literature Review (2)

  • CURR344 Lesson Study (2)
  • CURR346 Teacher Leader Lab (3)
  • CURR347 Theory of Teacher Leadership (1)
  • CURR385 Masters Project in Educational Inquiry (4)
  • Curriculum Electives* (1-8)

M.Ed. Educational Leadership & School Development (32-38 units)

Educational Leadership and School Development Concentration is for those individuals serving or hoping to serve in school leadership positions. This option can also be concurrent with coursework resulting in a Preliminary Administrative Services Credential. Candidates with a TCSJ Preliminary Administrative Credential may transfer up to eight units towards their Masters degree.

Candidates applying to TCSJ’s Educational Leadership and School Development masters program that results in also earning a Preliminary Administrative Services Credential are required to verify at least five years of experience.*

*Applicants may begin the program with a minimum of three years experience.

Coursework

  • CURR321 Research Methods and Application (3)
  • CURR341 Preparing Students for the 21st Century (3)
  • CURR343 Curriculum for the 21st Century (3)
  • CURR345 Teacher Action Research (3)
  • CURR384 Writing a Literature Review (2)

  • EADM270 Public Schools in a Democratic Society (2)
  • EADM271 The Principalship (1)
  • EADM272 Climate Development, School Culture, and Motivation (2)
  • EADM273 Supervision of Instruction (1)
  • EADM274 School Law (2)
  • EADM275 Administration of Human Resources (1)
  • EADM276 Equity and Access (1)
  • EADM277 Building Partnerships and Community (1)
  • EADM284 School Finance and Business Administration (1)
  • EADM286C Fieldwork (3)
  • EADM286D Fieldwork (3)
  • EADM288 Educational Planning, Delivery, and Assessment (2)
  • EADM386 Evidence Based Leadership (4)

M.Ed. Science, Technology, Engineering and Mathematics (34 units)

The Science, Technology, Engineering and Mathematics (STEM) M.Ed. program at TCSJ embraces the premise that 21st century educators and school leaders will have expertise in the design of learning environments that enable their K-12 students to approach solutions to problems with the mindset of STEM professionals. Our integrative approaches to STEM education sets us apart from the traditional mindset that views STEM as discreet topics.

Candidates gain expertise in the development and implementation of integrated problem and project based learning approaches aligned to the California Common Core State Standards, Next Generation Science Standards and the Career and Technical Education Industry Sectors. The candidates learn how content within STEM can be taught concurrently so that their K-12 students understand the relevance and intersections within the subjects.

The Mathematics Instructional Added Authorization (MIAA) may be embedded within the STEM M.Ed program and will enable students to gain expertise in K-Algebra 1/Integrated 1 curriculum design and develpment and implementation of intensive interventions and accommodations. They will have expert knowledge of the CCCSS for Mathematics, the Next Generation Science Standards and how to differentiate mathematics and STEM instruction to increase K-12 student engagement and proficiency (especially in mathematics).

Coursework

  • CURR341 Preparing Students for the 21st Century (3)
  • CURR343 Curriculum for the 21st Century (3)
  • CURR344 Lesson Study (2)
  • CURR345 Teacher Action Research (3)
  • CURR384 Writing a Literature Review (2)

  • STEM310 Introduction to STEM (2)
  • STEM320 Research in the STEM Classroom (3)
  • STEM331 Technology and Tools (3)
  • STEM350 STEM I (2)*
  • STEM352 STEM II (3)*
  • STEM360 STEM Lab (4)
  • STEM385 Masters Project in STEM (4)
*Courses meet the content methods course requirement for single subject science credentials.

The Science, Technology, Engineering and Mathematics Certificate Program at TCSJ embraces the premise that 21st century educators and school leaders will have expertise in the design of learning environments that enable their P-12 students to approach solutions to problems with the mindset of STEM professionals. Our integrative approaches to STEM education sets us apart from the traditional mindset that views STEM as discreet topics.

Sample STEM Certificate Coursework

  • STEM320 Research in the STEM Classroom (3)
  • STEM350 STEM I (2)
  • STEM352 STEM II (3)
  • STEM360 STEM Lab (4)

M.Ed. Special Education (32 units)

This TCSJ M.Ed. Concentration will provide candidates with advanced coursework in Special Education. The topics included within the coursework of this concentration will be grounded in recent research findings and include implications to the varied settings within the Special Education field. Candidates will advance their knowledge of how to address the needs of students with specialized disorders that are beyond the scope of typical credential programs. The faculty will challenge students to reflect on their leadership roles and how they might influence innovation and reform to increase their educational effectiveness for students with special needs. Participation in the program may provide candidates with the opportunity to add a second Education Specialist credential to their resume.

Candidates may be eligible to transfer 8-12 units from their Education Specialist Credential into the masters program.

Coursework

  • CURR321 Research Methods and Application (3)
  • CURR345 Teacher Action Research (3)
  • CURR384 Writing a Literature Review (2)

  • SPED310 Advanced Topics in Special Education (2)
  • SPED312 Specialized Disorders of Students with Special Needs (3)
  • SPED343a* or SPED343b* 21st Century Curriculum and Instruction for Students with Special Needs (3)
  • SPED385 Masters Project in Special Education (4)
  • IMPACT SPED Credential Courses (12)
  • Curriculum Electives** (4-12)

*NOTE: This course may enable the candidate to qualify for an additional Education Specialist credential. This option is dependent on transcript analysis.

**Non-IMPACT credential candidates may be extended up to 8 units of transferrable SPED credential coursework towards a SPED M.Ed. (dependent on transcript analysis).

Masters Project

M.Ed. Candidates: Candidates pursuing their M.Ed. in Early Education, Educational Inquiry, Educational Leadership and School Development without an Administrative Services Credential, Special Education, or Science, Technology, Engineering, and Mathematics (STEM); are required to complete a Masters Project as their capstone assignment for the masters program. Each candidate will work with an advisor to determine an appropriate culminating project. The project will culminate in a written document suitable for an educational audience. This project will be presented to his/her masters committee for evaluation prior to graduation. The masters committee will include the candidate’s advisor, two faculty members, a member of the greater educational community, and at least one fellow student.

Candidates in the Educational Leadership and School Development with an Administrative Services Credential M.Ed. are required to complete a Literature Review (CURR384) on a related topic appropriate for administrators, as well as an Administrative Portfolio, as their culminating project.

Continuous Enrollment for the Masters Project: It is expected that most students will complete the Masters Project in 1-2 semesters. Enrollment in CURR385, EADM385, ECED385, SPED385, or STEM385 (4 units) is for those semesters. Students who require more time must pay for and enroll in CURR385a, EADM385a, ECED385a, SPED385a, or STEM385a (1 unit) for each additional semester needed to complete the Masters Project. Enrollment must be continuous. This option is not available for students who received a failing score on a completed project. In the event of a failure, students may re-enroll in CURR385, EADM385, ECED385, SPED385, or STEM385 and complete a new project.

Candidates in the Educational Leadership and School Development with an Administrative Services Credential M.Ed. are required to complete a Literature Review (CURR384) on a related topic appropriate for administrators, as well as an Administrative Portfolio, as their culminating project.

Joel Blomenkamp, Ed.D.

Joel has a BA in Social Science, M.A. in Educational Leadership and an Ed.D. in Instructional Leadership. He holds a single subject credential and an administrative credential. Joel has professional expertise in establishing and implementing CTE academies and all the implications to designing and implementing integrated curriculum (CTE and core academic content). His research interests include career academies, curriculum design and teacher effects on student engagement and achievement. Joel helped design the masters core courses at TCSJ and has taught at the college from it’s inception.Joel helped design the masters core courses at TCSJ and has taught at the college from it’s inception.


Katherine Burns, M.Ed.

Katie has a BA in Sociology, M.Ed. in Educational Inquiry and STEM, and is currently pursuing her Ed.D. at UOP. She holds multiple subject and science credentials, as well the MIAA. Her professional interests and expertise include STEM, PBL, middle school students, charter and rural school settings, and PLCs. Katie has a wide research background that includes under-served student populations, equity, goal-setting, inquiry learning, impacts of poverty on learning, and the effects of professional learning on teacher performance.


Shane Conklin, Ed.D.

Shane has a BS in Cultural Anthropology, M.Ed. in Educational Leadership, and studied Autism in Early Education for his Ed.D. in Curriculum and Instruction. He holds a single subject credential in social science. His professional interests and expertise include K-12 principal positions, Positive Behavior Intervention Support (PBIS), and Autism in elementary education. Shane’s research interests also include action research, autism, and the effects of teachers’ professional learning.


Natalie Dragoo, M.Ed.

Natalie has a BA in Liberal Studies with a concentration in Special Education, and a M.Ed. in Educational Inquiry. She holds Educational Specialist credentials in Early Childhood as well as in mild/moderate and moderate/severe. Her expertise and professional interests are focused on early childhood autism and the current evidence based practices. She avidly follows current research regarding blending structured and naturalistic evidence based interventions with young children with autism.


Amanda Gomez, M.Ed.

Amanda has a BA in History from UC Davis, and M.Ed in Educational Leadership. She holds Education Specialist credentials for both Mild/Moderate and Moderate/Severe. Her professional interests and expertise consist of working with students with Emotional Disturbance, curriculum development, PBLs, technology, and professional development/learning. She has experience researching administrative strategies and helping TCSJ students hone their research and writing skills.


Andrew Griggs, M.Ed.

Andrew has a BS in Food Management and a M.Ed. in Educational Inquiry. He holds a CTE credential and is keenly interested in research focused on school reform, CTE, personalized learning, and authentic assessment. Andrew has expertise in designing curriculum that integrates CTE and core academic content, and long term success with increasing students’ reading comprehension using expository text.


Sheila Harrison, Ed.D.

Sheila has a BS in physical education and biology, M.S. in Educational Administration, and Ed.D. in Organizational Leadership. She has taught science, P.E., and dance, served as a high school principal, and held several high level positions at the district level (Personnel, Instruction, and Educational Services). Sheila enjoys teaching our literature review and personnel courses. Her research interests include pedagogy for teaching science and effective leadership in education.


Elizabeth Jara, M.A.

Elizabeth has a BA in Liberal Studies with a concentration in Special Education, a MA in Special Education, and is currently working on her doctorate in Specialized Educational Leadership with a cognate in Curriculum and Instruction. She has multiple subject and education specialist credentials and is currently in her 20th year of teaching in a special education setting. Her professional expertise includes working with emotional disturbance and mental health diagnoses for grades 7 – 12 students. She has can support and advise candidates who are studying all implications and considerations of an education specialist. Beth’s research interests include reflexivity, analysis and change of philosophical and theoretical programming practices for students with emotional disturbance, resilience building, academic and social-emotional outcomes for ED students, effects of education specialist teacher training and preparation, systems theories for student outcomes and retention of quality teachers, SWPBIS, and MTSS.


Crescentia Thomas, Ed.D.

Crescentia has a BA in Psychology, M.A. in Education, with an emphasis on Special Education, and Ed.D. in Educational Administration. She holds an education specialist credential. Her professional interests and expertise include special education design and curriculum interventions, teacher efficacy, cultural proficiency, group processes/ collaboration, special education law, and teacher leadership. Crescentia’s research interests include peer mentoring, curriculum interventions, social capital, cultural capital, teaching minority and disadvantaged youth, and addressing equity and access for all students.


Yvonne Thornton, M.Ed.

Yvonne has a BA in Mathematics and M.Ed. in Educational Leadership. She holds Education Specialist credentials for both Mild/Moderate and Moderate/Severe. Her professional interests and expertise include working with the ED student population, instructional technology. Yvonne has research background in social-emotional learning and developing mathematical mindsets in students.


Sylvia Turner, Ed.D.

Sylvia has a BA in mathematics, M.Ed. in Educational Leadership, and Ed.D. in Mathematics Education. She holds single subject credentials in mathematics and music, as well as a multiple subject credential. Her professional interests and expertise include curriculum design, PBL, action research, program evaluation, STEM, and professional learning. Sylvia’s research interests include effects of interventions, effects of poverty on learning, professional learning impacts, impacts from teacher action research, and discourse.


Sharon Wieland, Ph.D.

Sharon has a BA in English and a Ph.D. in English. She taught for many years and her professional interests and expertise include teaching writing, qualitative research methods, second language learning, and professional learning for teachers, administrators, and non-profit organizations. Sharon’s research interests and studies include teacher as researcher, whole school improvement, teaching writing, author authority in k-12 students, English language development and migrant education.


Logan Williams, Ed.D.

Logan has a BA in Business Information Systems, a M.A. in Educational Leadership, and an Ed.D. in Curriculum and Instruction. She was a Special Education para and a multiple subject teacher for many years. Logan has also served as the Title One Teacher at a K-6 school, vice-principal at a middle school and is currently an elementary site principal. Logan’s research interests and studies include at-risk youth, early intervention, family engagement, and the effects of social and emotional health on achievement and engagement in school. Logan has a keen interest in helping at-risk K-8 students realize their potential.

2018/2019 Tuition

Master's Degree Program Fees as of June 1, 2018


Application Fee (non-refundable)

Waived for IMPACT candidates.

$50

Educational Inquiry

$460 per unit x 24-32 Units

  • Units determined upon advisement
$11,040 - $14,720

$17,480

$14,720

STEM

$460 per unit x 33 Units

$15,180

Early Education

$460 per unit x 32 Units

$14,720

Special Education

$460 per unit x 32 Units

$14,720

Admissions Criteria

* Administrative Services Credential candidates require additional admissions criteria:

Application Form 2018-20 Masters Schedule Graduation Requirements Attend an Informational Meeting FAQs
Apply Now