The mission of the graduate program in education is to provide a supportive, reflective learning community in which teachers develop the professional relationships, skills, and knowledge base necessary to empower all students to reach their highest potential. This program integrates vibrant Christian faith with all facets of learning and life.
The Graduate Program in Education offers a Preliminary Credential Program and a Master of Arts Program. Eligible students may apply their credential course work toward a subsequent Master of Arts in Education. Declaration of pursuing the M.A. in Education with a Preliminary Credential must be made upon application into the program; otherwise, the student must reapply to continue in the M.A. program.
The Master of Arts in Education with the California Preliminary Credential is designed for students interested in pursuing a Preliminary Teaching Credential and applying their graduate course work toward the Master of Arts in Education degree. When candidates apply, they must declare their intentions to pursue the M.A. in Education.
The Master of Arts in Education with Preliminary Credential and with Concentration in Christian Education Leadership is intended for the individual who wants to combine a California Preliminary Multiple or Single Subject Credential with additional graduate training in Christian Leadership. This program includes 9 credits of graduate work from the Leadership Studies component of the M.A. program in Religion.
The Master of Arts in Education with an concentration in Christian Education Leadership is intended for the individual who wants to pursue career advancement in private education and/or administration. The focus is to integrate professional training in curriculum and Christian Education Leadership for a Master of Arts degree. This program includes 9 credits of graduate work from the Leadership Studies component of the M.A. Program in Religion. Students in this program will not be eligible for a California teaching credential.
The Master of Arts in Education with an concentration in Teacher Leadership is designed for fully credentialed teachers who wish to enhance their leadership abilities by pursuing an M.A. in Education. This M.A. in Education option allows teachers to transfer in up to 6 units of graduate level credit from another accredited institution of higher education.
The Graduate Program in Education’s Teacher Advancement Program (TAP) courses are designed to provide current teachers with continuing education to increase their knowledge and effectiveness in the classroom. Vanguard University and TAP have partnered with College Credit Connection (CCC) to provide a wide variety of learning formats to teachers.
Magali (Mikki) Gil
This course covers theories, principles and instructional practices of reading/language arts instruction in the elementary classroom and includes: language acquisition; four communication skills of listening, speaking, reading and writing; diagnostic and early intervention techniques; and key themes of a balanced, comprehensive, instructional program. Specific content knowledge needed in preparation for RICA is aligned in this course.
In this course, candidates, strengthen their subject matter expertise and application by familiarizing themselves with subject matter content standards and appropriate pedagogical strategies for teaching specific subject matter disciplines (math, science, social studies, etc.). Working with the cohort faculty leader and expert practitioners, teacher candidates develop lessons for the diverse populations of students in today’s classrooms using the Backward Design planning strategy that focuses on integrating subject-specific content standards, Common Core Literacy standards, and English Language Development standards. Candidates develop in-depth lesson plans utilizing Inductive, Deductive, and Cooperative methodologies.
Teacher candidates analyze the philosophical and historical background of public education in California. Candidates acquire a range of positive behavioral supports for students with the basic knowledge, skills and strategies for engaging and supporting diverse learners, including students with special needs, English learners, Standard English Learners, and students with other learning needs in the least restrictive environment. Candidates develop a plan to establish an inclusive and culturally responsive learning environment.