GRADUATE STUDENT HANDBOOK - Biola University

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6. Conduct quality research, learning from natural revelation, and effectively communicating findings to the educational community 7. Demonstrate discernment, individually and in team settings, creatively solving problems as contextual needs emerge within the educational community 8. Embrace God‘s calling to maximize one‘s leadership skills, demonstrating the qualities of a constructive change agent in the educational community to advance the Kingdom of God For more detailed information visit these websites: http://www.biola.edu/academics/education/grad/programs/maed/ Master’s of Arts in Teaching (MAT) A blend of weeknight, Saturday, and online classes prepare students academically to teach with confidence and effectiveness. At the same time, a focus on biblical integration and spiritual development will ready teacher candidates to impact their students and colleagues for Christ. The MAT is a practitioner's degree, designed to give candidates the advanced skills and understanding for classroom application. The MAT focuses on classroom practices. The MAT program is designed primarily for students with a bachelor's degree who desire to earn a credential while working towards a master's degree. Students may also earn the MAT without the credential if they enter with teaching experience. The learning outcomes students should achieve through the MAT are to: 1. Develop each candidate‘s subject matter expertise and subject specific pedagogy so candidates can make subject matter comprehensible to all K-12 students. 2. Prepare each candidate to assess student learning through skillful pre-assessment, monitoring, and post-assessment, using a variety of holistic learning assessments to inform the teaching/learning cycle. 3. Develop each candidate‘s ability to plan lessons that engage, support and differentiate student learning through providing developmentally, culturally, and linguistically appropriate instruction that makes content accessible to all students. 4. Expose candidates to a variety of effective learning environments and strategies so they can make appropriate use of instructional time and create a positive learning environment for all students. 5. Prepare each candidate to become a self-reflective practitioner who understands his or her professional, legal, and ethical obligations and continues to pursue professional growth on a lifelong basis. 6. Develop and inspire a passionate understanding of the Great Commission to encourage clarity of their individual calling, enabling each teacher candidate, under the guidance of the Holy Spirit, Revised 3.9.2012 22
to understand, respond to, and impact the educational community, influencing the lives of the next generation. 7. Understand current educational issues and demonstrate skill as an agent of constructive change. Candidates analyze, evaluate, and apply knowledge of current educational issues, settings, and legislative requirements from a biblical perspective, stay up-to-date and involved in community issues, giving voice to Judeo-Christian values in the educational arena. Candidates also possess Christian attitudes and actions conducive to the development of professional excellence and witness to the community, demonstrating qualities of a constructive change agent in the educational community to advance the Kingdom of God. 8. Conduct Quality Research, Communicate Findings, and Pursue Lifelong Learning. Candidates conduct quality action research in their classrooms or schools, learning from natural revelation, in order to effectively communicate findings to the broader educational community. They demonstrate professional research ethics, protect human subjects, and exercise discernment, individually and in team settings, creatively solving problems as contextual needs emerge within the educational community. They are committed to lifelong learning and professional growth, embracing a lifestyle of service to others as an act of worship to the one true God. For more detailed information visit these websites: http://www.biola.edu/academics/education/grad/programs/mat/ SB2042 Clear Credential Program For teachers employed by schools that do not offer induction programs, <strong>Biola</strong> offers a state-approved Fifth Year Program that qualifies as a substitute for the induction program. The 14-unit program consists of five courses that cover the same material handled in induction programs: health education, special populations, classroom technology, English language and curriculum development. In addition students must complete 30 units after they receive their BA. Periodic changes in the Fifth Year Program will be made due to CCTC requirements. Please see your advisor for the latest details. See further more information at: http://www.biola.edu/academics/education/grad/programs/maed/teach/fifthyear/ Revised 3.9.2012 23
Page 1 and 2: Revised 2.14.2012 GRADUATE STUDENT
Page 3 and 4: PROGRAMS OFFERED IN THE GRADUATE SC
Page 5 and 6: Dear School of Education Graduate S
Page 7 and 8: SCHOOL OF EDUCATION MISSION AND VIS
Page 9 and 10: 7. In the desire to attain common g
Page 11 and 12: media and other activities are expe
Page 13 and 14: The School of Education expects tha
Page 15 and 16: Fees are assessed at registration t
Page 17 and 18: Probation Regulations Students plac
Page 19 and 20: Required GPA Students are required
Page 21: PROGRAMS OFFERED IN THE GRADUATE SC
Page 25 and 26: Single Subject Credential. The SB20
Page 27 and 28: ACADEMIC ADVISING All credential an
Page 29 and 30: Confidentiality of Records The Scho
Page 31 and 32: The University reserves the right t
Page 33 and 34: If medical or psychological interve
Page 35 and 36: (1) Dean's Hearing: The steps to be
Page 37 and 38: 1. For students attending The Schoo
Page 39 and 40: V. Formal Procedures Where informal
Page 41 and 42: traumatic to the person‘s family,
Page 43 and 44: Local hospitals that have a SART (S
Page 45 and 46: * The right to file a police report
Page 47 and 48: . It is more likely than not that t
Page 49 and 50: GLOSSARY ACSI Acronym for Associati
Page 51 and 52: Field Placement Focused Area of Stu
Page 53 and 54: CAMPUS DIRECTORY ASSISTANCE Office

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