About TCSJ

About TCSJ

Our Mission: With an innovative spirit, we prepare and inspire educators to become empowered leaders who serve our diverse communities.

Founded in 2009 by the San Joaquin County Office of Education (SJCOE), Teachers College of San Joaquin (TCSJ) is the only regionally accredited institution of higher education that is a division within a county office of education. TCSJ provides a variety of options for those who wish to pursue a career in the field of education: Teaching and Administrative Service Credentials, Teaching and Administrative Induction, six Master of Education concentrations, as well as non-degree programs. The college serves over 1,000 students who work across 70 districts in an 8-county region of California.

Our Philosophy

TCSJ characterizes the spirit of PK-12 school reform. Everyone – candidates, students, faculty, and staff form the Teachers College of San Joaquin learning community. Every member of this community is valued and makes a contribution to its overall success. Faculty and staff enhance learning by interweaving theory with the contextual experience of working in the culturally and linguistically diverse classrooms of California.

Core Values

We commit to our core values:
  • Rigor: We believe in challenging thinking and fostering curiosity.
  • Relationships: We believe that relationships are the heart of education.
  • Reflection: We believe that true growth comes from reflective practice.
  • Relevance: We believe in connecting theory to practice.


Teachers College of San Joaquin is accredited by the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges. Credential Programs offered at TCSJ are fully accredited by the California Commission on Teacher Credentialing (CCTC).


Teachers College of San Joaquin houses a wealth of materials aimed to support educators. The resources include computers with internet access, books spanning all subject areas and grades, and current educational journals. Additionally, TCSJ students have access to an electronic library of databases, EBSCO, which allows our students and faculty to access research articles, peer-reviewed journals, and educational e-books. As members of the local community, our candidates also have access to libraries at community colleges, public universities, and some private institutions of higher education.

Commitment to Equity and Diversity

Equity is a way of being. We at Teachers College of San Joaquin believe that we need to meet people where they are and guide them to embrace, demonstrate, and practice an equity mindset through insatiable curiosity for learning. We believe that an equity mindset is achieved through strong relationships and ongoing, deep reflection starting with an ever-evolving personal examination of truth. We believe that equity requires rigorous, intentional dedication.  We commit to sustaining an equity lens as we work with our strategic priorities and resources while maintaining relevant, ongoing action and assessment of progress. We acknowledge that it is going to take time to dismantle systemic oppression and injustice and we are deeply committed to the journey. 

Institutional Learning Outcomes

TCSJ Graduates

  • Develop, implement and/or apply research to evaluate and inform curricular choices and pedagogical practices.
  • Understand that establishing and nurturing asset-based, collaborative relationships are the foundation of successful teaching, leadership, and professional growth.
  • Engage in reflective practices to improve teaching, learning, and professional growth.
  • Recognize, nurture, and celebrate diversity by implementing equitable and responsive practices to support and empower each learner to reach their full potential.

Program Learning Outcomes

Impact Program Graduates

  • Demonstrate a strong foundation of pedagogical knowledge by designing and implementing engaging, relevant lessons that are accessible to each learner and aligned to the state adopted standards and frameworks.
  • Apply an asset-based mindset to support the development of meaningful and collaborative relationships with students, families, colleagues, and community members to strengthen teaching and learning.
  • Implement and analyze multiple means of assessment to guide student learning and growth through clear feedback, instructional adjustments, and appropriate supports.
  • Establish and maintain a routine of professional growth through active participation and engagement in current research-based learning opportunities, collaboration, and self-reflection.
  • Create and maintain an inclusive student-centered classroom community where each student feels safe, recognizes mistakes are part of the learning process, and is supported in their learning and reflection.
  • Recognize, nurture, and celebrate diversity by implementing equitable and responsive practices to support and empower student learning.

Graduate Studies Program Graduates

  • Analyze, synthesize, and/or design and conduct research to inform and improve practices.
  • Understand that the foundation of successful teaching, leadership, and professional growth is built on strong, asset-based relationships.
  • Sustain a practice of reflection for continuous improvement, innovation, and professional growth.
  • Are prepared to analyze, design, and implement curriculum and systems to ensure equitable and inclusive practices.
  • Demonstrate expertise in the design and implementation of rigorous, student-centered curriculum, and/or programs.
  • Are well-equipped to lead people and programs in a collaborative, equitable, ethical, and culturally responsive manner using evidence-based practices.