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CCTC Accreditation


Common Standard 1

Since 1925 Mount Saint Mary's University has been an advocate of excellence in teacher preparation.  Teacher preparation is one avenue for fulfilling the college mission. "Rooted in the charism and heritage of our CSJs, we are called to educate our students to become leaders who embody and foster a spirit to serve others and promote positive change in the world. As such, our mission, values and vision statements will continue to reflect our profound commitment to excellence through our foundational principles of social justice, diversity and inclusivity." (see Mission Statement in MSMU Strategic Plan).  The professional preparation programs in education have always been among the largest programs in the university.  Its prominence and quality is partly due to the explicit institutional leadership that has supported the preparation of teachers through the Education Department and its many endeavors. 

The Education Department and the entire University are strongly committed to the education of students from under-represented groups.  Evidence of this commitment can be seen in the enrollment statistics. Eighty-three percent of the undergraduates at the University and 71% of the graduate Education Department students are from under-represented groups.  This clearly indicates that the university has encouraged a diverse set of students to apply and has supported their admission.  The 2021-26 Strategic plan aims to further diversify the faculty. 

Looking specifically at the Education Department’s vision and theoretical framework, the credential programs’ organization and design are based on current and established research findings and exemplary professional practice in order to educate a diverse population, as outlined in the California Standards for the Teaching Profession. The programs collectively draw inspiration from the framework for teaching and learning put forth in Darling-Hammond’s (2005) text, Preparing Teachers for a Changing World in order to ensure our use of best practices in teacher preparation. A key aspect of this framework includes ensuring that candidates have early and frequent opportunities to see, practice, and reflect on good teaching. Utilizing the plan-teach-reflect-apply cycle, we envision that candidates will become reflective practitioners who engage in regular self-assessment and then close the feedback loop by applying new insights and learning. The foundation of the program includes a commitment to develop each individual so that s/he will become competent in recognizing the need for, and utilizing, ongoing assessment processes to evaluate student learning and their instructional practices. This commitment is supported by intense, personal advisement of every candidate, supportive instruction that prepares every candidate to meet the standards for a beginning teacher, and reflective self-evaluation that promotes continual professional growth.

Tied to our goals as an anti-racist university, the Education Department has participated in discussions after reading Everyday Anti-racism: Getting real about race and school, edited by Mica Pollock (2008). We are creating documents that define the expectations for teacher educators (faculty, adjuncts, cooperating teachers, supervisors, coaches, etc.) and will add to the expectations for teacher candidates.  Candidates will be asked to self-reflect on their attitudes. All evaluation and formative feedback documents for teacher educators are being revised to reflect these more explicit expectations.

MSMU receives input on programs through Stakeholder Activities.

Stakeholder Activities    Advisory Council Members    Sample Agenda for Annual Holiday Adjunct Meeting   Faculty Involvement with K-12 and community

Published Policy Documents and Sample Meeting Agendas

Faculty Handbook    Sample District MOU   Sample LAUSD MOU   Sample Adjunct Faculty Contract   District Placements for Supervised Teaching   Sample Agenda for Weekly Faculty Meetings   Sample Agenda for Department Meetings   Sample Agenda for Graduate Council   Sample Agenda for Academic Leadership Council   Meeting Schedule with Archdiocesan Leaders

Recruitment and Professional Development Opportunities

Education Faculty Difficult Dialogues   Education Faculty Disorienting Dilemmas Discussions/Plans   Sample advertisement for Secondary Adjunct   Sample advertisement for Elementary Adjunct   Sample CAIC University-Wide Offerings

Please see this interview post related to the professional development work with Education Department Faculty during Fall 2021:

Teacher Educator Evaluation Forms

Candidate Evaluation of Fieldwork Supervisor   Candidate Evaluation of Cooperating   Course Evaluation for All Faculty   Evaluation of the Coach Experience by Coaches   Evaluation of the Coach by Candidate

The education unit monitors a credential recommendation process that ensures that candidates recommended for a credential have met all requirements, For all credentialing programs, candidates meet with the Credential Analyst, Rose Foskarino, to ensure that all program-specific credentialing requirements have been met once candidates have completed all coursework related to a MSMU teacher preparation program. The Credential Analyst then prepares the credential application and it is reviewed by that program’s Program Director. The Program Director reviews all materials, ensuring that candidates have met all requirements for the appropriate California State teaching credential. Once approved, the Chair reviews and signs all applications to ensure that the candidate has met all requirements. The Credential Analyst keeps a running log of all candidates recommended for a credential, and the department receives email notice from the CTC each time a credential is issued. A copy of that notice is copied and put in the candidate’s file.