School of Education

Dean: Dr. Deborah Mercier 
Associate Dean: Dr. Sandra Scharlemann
Assistant Dean: Dr. Kent Schlichtemeier

Purpose Statement

MISSION: To prepare servant leaders who transform lives through innovative and exceptional educational practices to positively impact local and global communities.

VISION: To be a distinguished school of education that attracts, equips, and supports servant leaders for today’s public and private schools.

CORE VALUES: The School of Education pursues excellence in:

  • Christ-like Service
    • Treating students with love, dignity, and respect.
  • Scholarly and Practice-Based Instruction
    • Perfecting the practice of teaching through scholarship and research.
  • Innovative and Relevant Curriculum
    • Teaching practical pedagogical and leadership strategies.
  • Community and Alumni Partnerships
    • Developing strategic collaborative relationships.

Teacher Credential Programs

Concordia University's credential programs meet all requirements put forth by the State of California and are approved by the California Commission on Teacher Credentialing (CCTC). Additionally, the university is accredited by the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and College (WASC).

Students and other interested parties may review accreditation documents by visiting their website.

The Teacher Credential Programs prepare multiple and single subject and special education teacher candidates who demonstrate knowledge of theory and practice by making informed decisions leading to exemplary instruction for all learners.  Candidates may apply for the preliminary credential through the School of Education. Students with this credential are certified to teach in California schools for up to 5 years.

There are two levels of teaching credentials in California:

  1. The first level is the Preliminary Credential. California schools of education prepare candidates for the preliminary credential. Candidates apply for this credential through their school of education. With this credential, a student is certified to teach in California schools for up to five years.

Concordia offers preliminary teacher credential programs for the following credentials:

The Multiple Subject Preliminary Credential allows the candidate to teach all the subjects in a self-contained (K-12) classroom.

The Single Subject Credential is for teachers who desire to teach one subject to groups of students at the high school or middle school levels. The single subject credential areas Concordia offers are: Art, Biology, Chemistry, English, Foreign Language (case by case basis), Foundational Mathematics, Foundational Science, Geosciences, Mathematics, Music, Physical Education, Physics, and Social Sciences

The Education Specialist: Mild-Moderate Preliminary Credential authorizes the teacher candidate to teach students (K-22) with mild to moderate disabilities including students identified with specific learning disabilities, mild-moderate intellectual disabilities, other health impairments, traumatic brain injury, emotional disturbance, and autism spectrum disorders. Please consult the Education Specialist: Mild-Moderate Credential Handbook for program information.

  1. The second credential level is the Clear Teacher Credential. To qualify, the teacher candidate must hold a Preliminary credential, be employed under that credential authorization, either part-time or full-time, and complete an Induction program through their hiring district, a county office of education, or an institute of higher education. Concordia University Irvine offers a Teacher Induction program. After successfully completing this program, candidates will be eligible to apply for their Clear Teacher Credential. Multiple Subject, Single Subject, and Education Specialist credentials are all served through Concordia’s program.

Concordia also offers coursework leading to a Lutheran teacher certificate. Program and course requirements for this certificate are outlined and described in the General Undergraduate Catalog.

Additional Programs

Masters Degrees

Master of Education 
(combined teaching credential/master's degree)

Master of Arts in Education

Curriculum and Instruction (Online and Blended)

Educational Administration with Preliminary Administrative Services Credential (Online and Blended)

Educational Technology (Online)

School Counseling with Pupil Personnel Services Credential (Online and Blended)

Doctoral Degree

Doctor of Education

Graduation Information and Policies

All graduate students are encouraged to celebrate the completion of their program by participating in a graduation ceremony in Fall (December) or Spring (May). Students need to plan ahead for this event and be in good academic standing with a cumulative GPA of 3.25 and have completed their program.

Each student must register for graduation by the specified deadline and pay the requisite fee [see Tuition and Fees]. Please contact your academic advisor for an application.  This application must be completed even if the student does not plan to participate in the graduation ceremonies. Applications are processed after the end of each term.

Credential Program Learning Outcomes

The teacher candidate plans and delivers instruction. The teacher candidate plans and delivers engaging, developmentally appropriate instruction based on the California Content Standards. The teacher candidate incorporates a variety of teaching strategies and resources to make the subject matter accessible and engaging to the needs of diverse students.

The teacher candidate uses assessment for a variety of purposes. The teacher candidate designs and interprets a variety of assessments, and also uses assessment data to plan instruction, monitor instruction, design and monitor the classroom environment, learn about and place students. In addition the teacher candidate uses reflective practice as a means of self-assessment.

The teacher candidate provides a supportive learning environment. The teacher candidate creates a positive social environment and a safe and welcoming physical environment that supports learning for all students. The teacher candidate uses instructional time wisely and efficiently.

The teacher candidate models a servant-leadership lifestyle. The teacher candidate models servant-leadership; exhibits a professional attitude; and communicates effectively with students, families and school personnel. The teacher candidate is aware of and carries out legal and ethical responsibilities.

Master's Degree Program Learning Outcomes 

Master of Education with Credential (M.Ed.)

The Combined Credential and M.Ed. program prepares teachers who demonstrate knowledge of theory and practice by making informed decisions leading to exemplary instruction for all learners.

This program of study will enable each candidate to:

  • Integrate Intentional Design (IID): Research and develop instructional content and pedagogy in order to apply learned skills to support and assess the attainment of learning outcomes for all students.
  • Apply Disciplinary Competencies (ADC): Demonstrate analytical skills and knowledge necessary to develop and implement effective and ethically informed content and pedagogy. 
  • Model Ethical Leadership (MEL): Model Servant leadership by supporting, collaborating and sharing expertise within a diverse professional community. 
  • Exercise Informed Reflection (EIR): Implement a balanced approach to the analysis and development of the teaching and learning processes. 
  • Promote Active Learning (PAL): Identify effective strategies for lifelong learning in a global and digital world, including shaping a personal learning network to support continuous professional growth in curriculum and instruction. 

Master of Arts in Education (MAED)

The MAED program helps established professional educators develop skills to become exemplary educators by enhancing their teaching abilities, keeping them up-to-date with recent developments in the educational field, and enabling them to use current technologies in their classroom.

Curriculum and Instruction

  • Integrate Intentional Design: Research and develop instructional content and pedagogy in order to apply learned skills to support and assess the attainment of learning outcomes for all students. 
  • Apply Disciplinary Competencies: Demonstrate analytical skills and knowledge necessary to develop and implement effective and ethically informed content and pedagogy. 
  • Model Ethical Leadership: Model servant leadership by supporting, collaborating, and sharing expertise within a diverse professional community. 
  • Exercise Informed Reflection: Implement a balanced approach to the analysis and development of teaching and learning processes.  
  • Promote Active Learning: Identify effective strategies for lifelong learning in a global and digital world, including shaping a personal learning network to support continuous professional growth in curriculum and instruction.  

Educational Administration with Preliminary Administrative Services Credential 

  • Integrate Intentional Design: Facilitate the development and implementation of a vision of learning that recognizes the needs of the school community.  
  • Apply Disciplinary Competencies: Collaborate with the community to promote teaching and learning within school systems. 
  • Model Ethical Leadership: Model servant leadership while actively nurturing and sustaining a school culture and instructional programs conducive to student learning and professional growth for faculty and staff. 
  • Exercise Informed Reflection: Implement a balanced approach to decision making in an educational environment. 
  • Promote Active Learning: Identify effective strategies for lifelong learning in a global and digital world, including shaping a personal learning network to support continuous professional growth in educational administration. 

Educational Technology

  • Integrate Intentional Design: Develop an understanding of the dynamic relationship between technology, pedagogy, and content in order to creatively apply a variety of technologies to support and assess the attainment of learning outcomes for all students. 
  • Apply Disciplinary Competencies: Demonstrate and apply the requisite technical skills and knowledge necessary for effectively integrating technology into the curriculum. 
  • Model Ethical Leadership: Model servant leadership as applied to the role of an effective and ethical technology steward by supporting, collaborating, and sharing expertise within a professional community. 
  • Exercise Informed Reflection: Demonstrate a balanced, informed, and reflective approach to the integration of technology into the teaching and learning processes. 
  • Promote Active Learning: Identify effective strategies for lifelong learning in a global and digital world including shaping a personal learning network to support continuous professional growth in educational technology.  

School Counseling with Pupil Personnel Services Credential

  • Integrate Intentional Design: Research and create comprehensive school counseling programs that focus on student outcomes.  
  • Apply Disciplinary Competencies:  Demonstrate legal, ethical, and professional knowledge and skills in pre-K-12 public and private school settings.  
  • Model Ethical Leadership: Model servant leadership to actively promote ethical school counseling practices in pre-K-12 public or private schools. 
  • Exercise Informed Reflection: Implement an impartial and balanced approach to deliver services within diverse school settings.  
  • Promote Active Learning: Identify effective strategies for lifelong learning in a global and digital world, including shaping a personal learning network to support continuous professional growth in school counseling. 

Doctor of Education Program Learning Outcomes

  • Scholarly Research: Generate scholarly research on problems and issues in their field of study.
  • Integrated Learning: Integrate knowledge and skills from current research, scholarship, and/or techniques in their field with other disciplines.
  • Ethical Leadership: Apply standards of ethics informed by Christian teachings as they fulfill their vocations as leaders within society.
  • Effective Communication: Elucidate disciplinary knowledge and findings in professional and academic contexts through written, oral, and digital media.
  • Reflective Practice: Balance evidence-based decision making, logical thinking, and consideration of human potential to take appropriate actions that advance their field,
  • Community Engagement: Assess and develop cogent positions on significant issues in their field to respond to diverse needs in their respective communities.

Teacher Credentials Offered

There are two levels of teaching credentials in California:

  1. Preliminary Credential
  2. Professional Clear Credential

Candidates may apply for the preliminary credential through the School of Education. Students with this credential are certified to teach in California schools for up to five years.

Additional Programs

Preliminary Teacher Credential

Multiple Subject Credential

Note: This credential allows the candidate to teach all the subjects in a self-contained classroom (K-12).

Semester 1
EDUC 200The Teacher and Technology1
EDUC 204Introduction to Teaching Diverse Populations2
EDUC 301Typical and Atypical Development of Diverse Learners3
EDUC 501Planning and Assessment for Inclusive Classrooms3
EDUC 502Creating Positive and Inclusive Learning Environments3
EDUC 551Language and Culture3
Semester 2
EDUC 522Math and Science Methods: Elementary2
EDUC 523Integrated Curriculum Methods: Elementary2
EDUC 560Literacy Instruction in Diverse Classrooms4
EDUC 580Teacher Performance Assessment (TPA) Practicum: Field Experience1
Semester 3 - Full-time Student Teaching
EDUC 582Student Teaching: Elementary12

Single Subject Credential

Note: This credential allows candidates who desire to teach one subject to groups of students at the middle or high school level. 

Semester 1
EDUC 200The Teacher and Technology1
EDUC 204Introduction to Teaching Diverse Populations2
EDUC 301Typical and Atypical Development of Diverse Learners3
EDUC 501Planning and Assessment for Inclusive Classrooms3
EDUC 502Creating Positive and Inclusive Learning Environments3
EDUC 551Language and Culture3
Semester 2
EDUC 524Secondary Curriculum and Methods4
EDUC 570Content Area Literacy Instruction4
EDUC 580Teacher Performance Assessment (TPA) Practicum: Field Experience1
Semester 3 - Full-time Student Teaching
EDUC 583Student Teaching: Secondary12

Education Specialist: Mild-Moderate

Note: This credential authorizes candidates to teach students (K-22) with mild to moderate disabilities including students identified with specific learning disabilities, mild-moderate intellectual disabilities, other health impairments, traumatic brain injury, emotional disturbance and autism spectrum disorders. Please consult the Education Specialist: Mild-Moderate Credential Handbook for additional information.

Semester 1
EDUC 200The Teacher and Technology1
EDSP 204Introduction to Teaching Diverse Populations2
EDSP 301Typical and Atypical Development of Diverse Learners3
EDSP 501Planning and Assessment for Inclusive Classrooms3
EDSP 502Creating Positive and Inclusive Learning Environments3
EDSP 551Language and Culture3
Semester 2
EDSP 525Advanced Curriculum Methods for Special Populations3
EDSP 526Case Management, Assessment and Collaboration3
EDSP 560Literacy Instruction in Diverse Classrooms4
EDSP 580Teacher Performance Assessment (TPA) Practicum: Field Experience1
Semester 3 - Full-time Student Teaching
EDSP 584Student Teaching: Special Education12

Lutheran Teaching Certificate

Candidates interested in pursuing a Lutheran teaching credential should contact Christ College Ministry Programs or the Director of Lutheran Teaching Programs.

Field Experience

A credential program is much more than face-to-face or online coursework. Candidates must observe and participate in the teaching process. Concordia University has designed field experiences to help you gain hands-on experiences in teaching. These experiences begin with observation hours and culminate in full-time student teaching under the supervision of a cooperating teacher and a university supervisor. Field experiences are detailed in the School of Education Teaching Credential Handbook.

Clear Teacher Credential

The second credential level is the Clear Teacher Credential. To qualify for this credential, preliminary credential holders participate in an Induction program through their school district, county office of education, or an institution of higher education. Concordia University Irvine offers a Teacher Induction program for Multiple Subject, Single Subject, and Education Specialist credential candidates.

The goal of the Teacher Induction program is to support new preliminary credential holders in their beginning teaching experience.  Using guided mentorship, new teachers build upon the knowledge and skills acquired during their preparation programs. Multiple professional development opportunities are offered and the California Standards for the Teaching Profession (CSTPs) provide the foundation for candidate growth. 

The Teacher Induction Program is typically a two-year program. An Early Completer Option (ECO) is available for those individuals meeting specific criteria.  Concordia’s Induction program provides face to face and online options. Two of the required courses may be used as graduate electives for those individuals interested in pursuing a Master’s Degree in Curriculum and Instruction or M.Ed.

Multiple Subject, Single Subject, Education Specialist-Mild/Moderate or Moderate-Severe Induction Programs
EDUC 592Assessment of Induction and Professional Development Part I3
EDUC 593Assessment of Induction and Professional Development Part II3
EDUI 507New Teacher Support Semester I2
EDUI 508New Teacher Support Semester II2
EDUI 509New Teacher Support Semester III *1
EDUI 510New Teacher Support Semester IV *1

For more detailed information about the professional clear credential, refer to the School of Education's teacher credential handbook.

Graduate Degree Offerings

Master of Education with Credential

Master of Arts in Education (MAED)

Curriculum and Instruction

Educational Administration with Preliminary Administrative Services Credential

Educational Technology

School Counseling with Pupil Personnel Services Credential

Doctor of Education (Ed.D.)

Changing Programs

If a student wishes to change from one program to another, a written request must be made through the graduate academic advisory. Transfers must be approved by the dean of the School of Education or their designee for graduate programs. 

Transferring Courses

Out-of-state transfer of credit is rarely allowed due to California state standards embedded in most courses. Transfer courses must be approved by the program coordinator and the dean of the School of Education.

Master of Education (M.Ed.) with Teaching Credential

Concordia University offers a combined credential and master of education program that prepares students to demonstrate knowledge of theory and practice by making informed decisions leading to exemplary instruction for all learners. Students can apply 30 units of their 500-level coursework toward a master's degree in education.

The credential courses and student teaching requirements are the foundation for the M.Ed degree. All students seeking a M.Ed. must complete the Credential Program and then add the advanced coursework and capstone experience. The total number of units in the M.Ed. is 45-46 (30 preliminary credential units and advanced units beyond the credential). All coursework in the M.Ed. must be completed within 5 years of the first post-baccalaureate credential course.

Core Courses
EDU 547Brain-Based Teaching and Learning3
EDU 580Educational Research: Methods and Analysis3
Electives
Choose 2 of the following courses (selections vary by term):6
Curriculum Design and Evaluation3
Coping with Stress and Violence in Today's Classroom3
School, Community and Diverse Family Structures3
Developing Character and Ethics3
New Teacher Support Semester I2
New Teacher Support Semester II2
Capstone Experience
Choose 1 of the following options:3-4
Action Research Project3
OR
Independent Research Paper and Oral Presentation *1
One additional elective course
3
Total Units15-16
Total Units30-32

Master of Arts in Education (MAED)

Curriculum and Instruction

Core Requirements
EDU 515Instructional Leadership *3
or EDUA 516 Instructional and Transformational Leadership
EDU 520Curriculum Design and Evaluation *3
or EDUA 517 Curriculum Design and Evaluation
EDU 550Education Discourse: Change and Reform3
Selected K-12 Curriculum
EDU 524Coping with Stress and Violence in Today's Classroom3
EDU 542School, Community and Diverse Family Structures3
EDU 547Brain-Based Teaching and Learning3
EDU 586Educational Technology3
EDU 595Developing Character and Ethics3
Capstone Experience
EDU 580Educational Research: Methods and Analysis3
EDR 605Collaborative Action Research Project3
Total Units30

Master of Arts in Education (MAED)

Educational Administration

with Preliminary Administrative Services Credential

Note: No units may be transferred into the Educational Administration program from another Concordia College/University program or from another institution of higher education.

Core Requirements
EDUA 516Instructional and Transformational Leadership3
EDUA 517Curriculum Design and Evaluation3
EDUA 556Legal and Political Aspects in Education3
EDUA 557Human Resources3
EDUA 558Financial Resources3
Fieldwork Experience
EDUA 590AAdministrative Practicum (A)0
EDUA 590BAdministrative Practicum (B)0
EDUA 590CAdministrative Practicum (C)3
EDUA 591AAdvanced Administrative Practicum (A)0
EDUA 591BAdvanced Administrative Practicum (B)0
EDUA 591CAdvanced Administrative Practicum (C)3
Best Practices Experience
EDUA 593Administrative Symposium *3
Capstone Experiences
EDUA 581Educational Research: Methods and Analysis3
EDR 605Collaborative Action Research Project3
Total Units30

Master of Arts in Education (MAED)

Educational Technology: Online

The Association for Educational Communications and Technology (AECT) has defined “educational technology” as “the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.” (Januszewski & Molenda, 2008).

Note: No units may be transferred into the Educational Technology program from another institution of higher education. 

Core Courses
EDUT 501Educational Technology Teacher Leadership3
EDUT 520Curriculum Design and Assessment3
EDUT 521Leveraging Technology for All Students3
EDUT 522Emerging Learning Technologies3
EDUT 523Collaborative Design for e-learning3
EDUT 531Nurturing Learning Communities3
EDUT 547Brain-Based Teaching and Learning3
EDUT 586Educational Technology3
Capstone Experience
EDUT 580Educational Research: Methods and Analysis3
EDR 605Collaborative Action Research Project3
Total Units30

Master of Arts in Education (MAED)

School Counseling with Pupil Personnel Services Credential 

The credential program is comprised of coursework, field experiences and practicum hours.

Note: No units may be transferred into the School Counseling program from another Concordia University program.

Core Courses
EDSC 511Introduction to School Counseling3
EDSC 515Leadership: Intervention, Consultation, Collaboration3
EDSC 520Educational Assessment3
EDSC 522Theories of Counseling3
EDSC 531Human Communication: Group Process3
EDSC 535Counseling Exceptional Children3
EDSC 541Psychopathology3
EDSC 550Counseling Diverse Populations3
EDSC 551Legal and Ethical Issues3
EDSC 561Crisis Response, Interventions and Management3
EDSC 562Career Counseling and Development3
Practicum and Fieldwork Experience
EDSC 590APracticum: School Counseling A0
EDSC 590BPracticum: School Counseling B0
EDSC 590CPracticum: School Counseling C0
EDSC 590DPracticum: School Counseling D3
EDSC 591AField Experience A *0
EDSC 591BField Experience B *0
EDSC 591CField Experience C *0
EDSC 591DField Experience D *3
EDSC 591EField Experience E *0
EDSC 591FField Experience F *0
EDSC 591GField Experience G *0
EDSC 591HField Experience H *0
EDSC 591IField Experience I *3
Research and Capstone Experience
EDSC 580Educational Research: Methods and Analysis3
EDSC 605Capstone: Action Research Project3
Total Units48

Doctor of Education (Ed.D.)

Purpose Statement

The purpose of the Doctor of Education program in Educational Leadership is to develop transformative leaders who embody the knowledge, competencies and skills necessary to guide organizations toward continuous improvement and sustained effectiveness through a rigorous and integrated curriculum focusing on theory and applied research in leadership and systems thinking with the development of analytical skills applicable to dynamic and diverse learning organizations.

Doctor of Education

Note: No units may be transferred into the Doctor of Education program from another Concordia University or higher education institution.

EDD 700Doctoral Studies Orientation0.5
EDD 701Leadership for Whole System Reform3
EDD 702Building Capacity for Learning and Continuous Improvement3
EDD 703Technology in a Systems Approach to Leadership3
EDD 704Strategic Human Resource Management and Development3
EDD 705Sustained Fiscal Leadership for Organizational Effectiveness3
EDD 706Policy, Law and Practice in Dynamic Settings3
EDD 707Change Forces in Diverse Educational Settings3
EDD 751Statistical Analysis for Educational Leaders3
EDD 752Applied Quantitative Methods for Educational Leaders3
or EDD 754 Quantitative Research Methods for Special Education Leaders
EDD 753Applied Qualitative Methods for Educational Leaders3
or EDD 755 Qualitative Research Methods for Special Education Leaders
EDD 771
771A
Dissertation Seminar I
and Dissertation Seminar I (Continued)
.5
EDD 772
772A
Dissertation Seminar II
and Dissertation Seminar II (Continued)
.5
EDD 773
773A
773B
Dissertation Seminar III
and Dissertation Seminar III (Continued)
and Dissertation Seminar III (Continued)
.75
EDD 774
774A
774B
Dissertation Seminar IV
and Dissertation Seminar IV (Continued)
and Dissertation Seminar IV (Continued)
.75
EDD 775
775A
775B
775C
Dissertation Seminar V
and Dissertation Seminar V (Continued)
and Dissertation Seminar V (Continued)
and Dissertation Seminar V (Continued)
1
EDD 781
781A
Dissertation
and Dissertation
4
EDD 791
791A
791B
791C
Dissertation
and Dissertation
and Dissertation
and Dissertation
8
Extensions (as needed)
Dissertation1
Dissertation1
Dissertation1
Dissertation1
Dissertation1
Dissertation1
Total Units46

Application and Admission Information

Multiple Subject, Single Subject, Education Specialist: Mild to Moderate 

Core Application:

  1. Submit online or paper application form.
  2. Submit application fee

Items required to complete admission file:

  1. Baccalaureate Degree
  2. Two official transcripts from all college/universities attended.
  3. Minimum GPA of 2.7. If GPA is lower than 2.7, applicant may submit a Letter of Petition to be considered by the program director.
  4. Personal Statement of Intent (on CUI form).
  5. Two letters of recommendation (on CUI form).
  6. Certificate of Clearance.
  7. Health Clearance (negative tuberculosis [TB] test in last 6 months).
  8. Official proof of CBEST (California Basic Educational Skills Test) passage.
  9. Official proof of CSET (California Subject Examinations for Teachers) passage OR proof of registration for next available testing date (dependent on congruency of undergraduate degree with type of credential sought) in which case CSET must be passed prior to student teaching semester.

Clear Teaching Credential

Core Application:

  1. Submit online or paper application form.
  2. Submit application fee

Items required to complete admission file:

  1. Baccalaureate Degree
  2. Two official transcripts from all college/universities attended.
  3. Personal Statement of Intent (on CUI form).
  4. Two letters of recommendation (on CUI form).
  5. Hire letter or contract stating you are a teacher of record.
  6. Official proof of CSET (California Subject Examinations for Teachers) passage OR proof of registration for next available testing date (dependent on congruency of undergraduate degree with type of credential sought) in which case CSET must be passed prior to student teaching semester.

Master of Arts in Education (MAED)

General Requirements:

For acceptance, the applicant must:

  1. Hold a valid bachelor's degree or higher from a regionally accredited institution or an international evaluation verifying the equivalent of a regionally accredited U.S. bachelor's degree or higher.
  2. Submit an application for admission to the Office of Graduate Admissions along with a non-refundable application fee (see Tuition and Fees).
  3. Submit a 500-750 word essay explaining reasons for seeking admission to the program, goals in pursuing the graduate degree, and career objectives.
  4. Forward one official transcript from a regionally accredited college/university that shows a confirmed bachelor's or master's degree. If an earned degree is from a non-U.S. institution, applicants must provide an official detailed transcript evaluation from a California Commission of Teacher Credentialing (CCTC)-approved international credential evaluation service that shows the equivalent of a regionally accredited U.S. degree. All transcripts must be received in official sealed envelopes.
  5. Submit two current recommendations (on Concordia-provided forms) from an administrator or supervisor. Examples of acceptable reference sources are employers, work supervisors, principals/assistant principals, university instructors, division chairs, and/or pastors.
  6. Provide a copy of a current teaching credential from the CCTC. Out-of-state applicants to the online Curriculum and Instruction Program or Education Technology Program may submit a copy of a current out-of-state teaching credential.
  7. Submit transcript evidence showing a cumulative GPA of 2.70 or higher on a 4.0 scale in all previous college course work.

Specific Program Requirements:

School Counseling:

  1. Provide documentation that you have fulfilled the Basic Skills requirement.
  2. Submit your resumé/vitae

Educational Administration

  1. Provide documentation that you fulfilled the Basic Skills requirements.
  2. Submit a Verification of Employment (VOE).

International Applicants

Concordia University Irvine does not accept international applications for the MAED program.

Combination Master of Education (M.Ed.) and Teaching Credential

Core Application:

  1. Submit online or paper application form.
  2. Submit application fee

Items required to complete admission file:

  1. Bachelor's Degree
  2. Two official transcripts from all college/universities attended.
  3. Minimum GPA of 3.0
    1. If GPA is lower than 3.0, applicant may NOT apply for M.Ed. program.
    2. Applicant must maintain GPA of 3.5 throughout first 2 semesters of coursework to be considered for the M.Ed. prior to starting student teaching.
    3. Application must be approved by the program director of add the M.Ed. prior to the student teaching semester.
  4. Personal Statement of Intent (on CUI form).
  5. Two letters of Recommendation (on CUI form).
  6. Certificate of Clearance.
  7. Health Clearance (negative tuberculosis [TB] test in last 6 months).
  8. Official proof of CBEST (California Basic Educational Skills Test) passage.
  9. Official proof of CSET (California Subject Examinations for Teachers) passage OR proof of registration for next available testing date (dependent on congruency of undergraduate degree with type of credential sought) in which case CSET must be passed prior to student teaching semester.

Acceptance Procedures

  1. When admission file is complete students will be scheduled for a 30-minute faculty-panel oral interview and a 20-minute writing sample time.
  2. A letter of full acceptance will be mailed to the applicant. In the case of conditional acceptance, a letter will be mailed to the applicant outlining the steps to be followed in regards to course load and GPA requirements.
  3. The acceptance letter will include an enrollment checklist outlining the steps that need to be taken prior to registering for classes.

Additional Admission Criteria

No reference forms received from relatives will be accepted.

International applicant requirements:

(Multiple Subject, Single Subject, Education Specialist: Mild to Moderate Credential Program or combined Credential and M.Ed. Program)

  • Complete admission requirements and be accepted into CUI's Credential Program or Combined Credential & M.Ed. Program
  • Submit official transcripts for all college course work (International Transcripts must be evaluated. Suggested Credential Evaluation Services: www.IERF.org, or www.wes.org or more at www.edupass.org).
  • English Proficiency—Students who are categorized as “international students” or speak English as a second language are required to provide proof of English proficiency:
    • TOEFL (88 or higher, no less than 22 in each section) taken within the last year or IELTS (7.0 or higher, no less than 7 in each section) taken within the last year.

In addition, applicants must fulfill the requirements to obtain the I-20 and submit the following materials:

Completed affidavit and supporting documents verifying that the applicant will be able to underwrite their total financial costs during their studies at Concordia University.

The amount the applicant must show for proof of funding is $37,665.20.

International students must carry at least six units each semester.

Doctor of Education applicants

The Doctor of Education program is designed for candidates who have demonstrated potential for doctoral study and leadership as substantiated during the admission process and have obtained a master's degree in education or a closely related field from a regionally accredited institution. The admission process for acceptance to the doctoral program involves four steps:

  1. The applicant must submit the following documents to the graduate admissions office:
    1. Official application for admission.
    2. A nonrefundable application fee (see Tuition and Fees); this fee is not required from students previously admitted to a graduate program at Concordia University Irvine.
    3. Official sealed academic transcripts from each postsecondary institution attended.
    4. Verification of a master's degree in education or a closely related field from a regionally accredited institution.
    5. Verification of a minimum graduate GPA (grade point average) of 3.5 (on a 4-point scale).
    6. Three letters of recommendation on university-approved forms as follows:
      1. one letter completed by the applicant's supervisor
      2. two letters from persons who can attest to the applicant's potential for doctoral study and leadership
    7. A current professional résumé.
    8. A typed statement of 5-7 pages, double-spaced detailing the following:
      1. educational goals
      2. short- and long-term professional goals
      3. professional activities
      4. research interests to be pursued in the program
      5. research experience
      6. distance learning experience
      7. reason(s) for choosing Concordia University Irvine’s doctoral program.
    9. A 7-10 page writing sample that demonstrates the applicant’s ability to write cogently and use research and professional literature effectively in developing ideas and arguments (e.g., a master’s thesis, a scholarly article published in a journal, a comprehensive course paper, a major district report, etc.).
    10. A valid California Certificate of Clearance (copy of a valid California credential may be used in lieu of a certificate).
    11. All program admission documents must be submitted before an application file is considered complete.
  2. Each application file is evaluated as a whole by a doctoral faculty committee to determine if the prospective candidate should be contacted for an in-person interview.
  3. During the in-person interview the candidate will meet with the program director and possibly one or more program faculty at which time they will be asked to discuss how their interest in the program relates to their career goals, experience with online learning environments, interests in scholarship, prior research activities, and how future educational pursuits align to the overall mission of Concordia University Irvine.
  4. Within 2 weeks of the interview, the candidate will be notified regarding program acceptance.

Special Admission Circumstances

Candidates with a GPA below 2.7 who meet one of the following criteria may petition to be considered for conditional acceptance:

  • If the candidate has 3 or more years of credible service in schools (credible service is defined as full-time teaching after completing a teacher preparation program) they may request, complete, and submit the Verification of Experience form available from the graduate admissions office.

OR

  • If the candidate has submitted documentation of meeting minimum scores for the Graduate Record Exam (GRE) or Miller Analogies Test​ (MAT) as follows:
    • GRE minimum score of 900 combined verbal and quantitative scores OR a 450 verbal score and 3.5 analytical writing score.

    • MAT minimum raw score of 41.

To initiate the petition, the candidate must submit a letter of explanation for previous low grades including why grades in the new program will be acceptable. The school's dean may accept, deny, or refer the petition to an application review committee.

Candidates admitted with conditional status must achieve full admittance by the end of the first 8-week term in order to continue in the program. If full admittance is not achieved, the candidate will be ineligible to continue as only fully admitted students may matriculate toward a degree. Full admission is defined as all admission criteria having been met and the student receiving written confirmation regarding full admittance.

Admission Appeals on GPA

Applicants who do not meet the minimum GPA requirement for the program to which the applicant is applying may appeal the denial. In appealing the denial, the candidate must submit a letter of explanation for the low grades and why the candidate’s grades in a new program would be acceptable. The Dean may sustain the denial, reverse the denial, or refer the matter to an application review committee.

The application review committee will consider the potential of the candidate for academic and teaching success by reviewing a variety of factors including the following:

  • Significant life experience since completing the B.A.
  • Second language issues
  • Teaching experience, teacher aiding, classroom volunteering
  • Undergraduate coursework

Any credential candidate approved by the application review committee must demonstrate subject competency by passing the appropriate CSET, before admission. In this case, a single subject matter preparation program cannot be submitted in lieu of the test. A candidate whose appeal is accepted will be permitted to proceed through the admission interview step, and is classified as “Candidate for Admissions.” A Candidate for Admissions will not be permitted to enroll for courses until submitting passing test scores to the School of Education. Candidates accepted into the credential program on the basis of an appeal are not eligible for the M.Ed. program.

Admission with Conditional Status (MAED)

MAED students admitted with conditional status must achieve full admittance by the end of the first 8-week term in order to continue in the program. Students not achieving full admittance by the end of the first term will be removed from the program.  Only a student with full admission may matriculate toward a degree. Full admission is defined as all admission criteria being met and the student having received written confirmation of full acceptance into the program.