School of Education

  • Lori Piowlski, Ph.D., Dean, School of Education
  • Natasha Ferrell, Ph.D., Program Director, Associate Professor, School of Education
  • Stephanie A. Herrera, Ed.D., Program Director, Associate Professor, School of Education
  • Nicole Schneider, Ed.D., Program Director, Professor, School of Education
    • Jessica Bogunovich, Ed.D.
    • Megan Chaney, Ed.D.
    • Weina Chen, Ph.D.
    • Tonya Coleman-Uzuakpundu, M.S.
    • Shari Farris, Ed.D.
    • Lauren Fischbacher, Ph.D.
    • Carlos V. Guzman, Ph.D.
    • Madiha Jamil, Ph.D.
    • Thierry Kolpin, Ph.D.
    • Morgan Nichols, Ph.D.
    • Marilou Ryder, Ed.D.
    • Maureen Schroeder, Psy.D.
    • Carline Sinkler, Ed.D.
    • Allison Smith, Ph.D.
    • Angela Tos, Ed.D.

Professor Emeritus

  • Doug Devore, Ed.D.
  • Kimberly Greene, Ed.D.
  • William Hale, Ph.D.
  • Annie Hough-Everage, Ed.D.
  • Keith Larick, Ed.D.
  • Betty McEady, Ed.D.
  • Carla Piper, Ed.D.
  • Barbara Rodriguez, Ed.D.
  • Care Terkelson, Ed.D.
  • Kathy Theuer, Ed.D.
  • Suzanne Yockelson, Ph.D.

California Teaching Credential Programs in Education

California Service Credential Programs in Education

California Professional Authorizations in Education

  • Multiple Subject Added Authorization
  • Single Subject Added Authorization
  • California Bilingual Authorization (BILA)
  • California Teacher of English Learners (CTEL) that leads to the English Learner (EL) Authorization
  • Autism Spectrum Disorders, Added Authorization

Graduate Certificate

Graduate Degree Programs in Education

Accreditation

The School of Education is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP), a national accrediting organization recognized by the Council for Higher Education Accreditation. Full accreditation acknowledges that the School of Education programs prepare effective educators and leaders who continue to grow professionally and have demonstrated the commitment and capacity to maintain quality.

National accreditation assures the quality of professional preparation programs through a non-governmental, non-regulatory process of self-study and peer review. This standards-and evidence-based process advances accountability and continuous improvement.

AAQEP is recognized by the Council for Higher Education Accreditation (CHEA).

The School of Education's teacher training and credential programs, as well as service credential programs, are approved by the California Commission on Teacher Credentialing (CTC).

Mission

The mission of the University of Massachusetts Global's School of Education is to develop innovative and caring leaders, scholars, and practitioners who collaborate to solve complex problems, transform organizations, and educate diverse student populations through discovery, inspiration, and innovation.

Mission on Inclusion

Through inclusive curriculum, the SOE will ensure that our graduates are prepared for meeting the needs of all learners for full participation in a diverse and integrated society. This would include but is not limited to meeting the needs of students with disabilities, gifted learners, second language learners, and students from other underrepresented populations.

The University of Massachusetts Global's School of Education is committed to creating an environment where all people feel supported, listened to, and able to reach their highest potential. In order to provide equity, access, and participation for all learners, students are provided supports and an inclusive curriculum that allows them to become an agent of change within their diverse local, state, national, and global communities.

Conceptual Framework

The values and beliefs of the School of Education are captured in the following brief summary of our conceptual framework. The conceptual framework aligns with course and program learning outcomes.

  • Inquiry– Engage in systematic, rigorous and disciplined ways of thinking using scientific inquiry as the core of one’s discipline to guide meaningful data driven decision making, critical thinking and reflection.
  • Diversity– Nurture respect and appreciation for individual differences cultivate the strengths of individuals and promote equity and access.
  • Collaboration– Develop trusting relationships and effective communication skills that support critical and creative problem solving and decision making.
  • Continuous Improvement– Engage in lifelong learning, reflection and professional growth.
  • Clinical Practice– Apply practice-based learning in authentic contexts.
  • Transformational Change– Impact positive change in state, local, national and global communities

Professional Dispositions

The School of Education has adopted a set of professional behaviors or dispositions and candidates are expected to demonstrate these dispositions throughout all education programs. Dispositions are evaluated by course instructors at different points in the program and candidates do a self-assessment at the beginning and end of the program. The Professional Dispositions are provided to all education students at their initial advising session and can also be found on the University Student Code of Conduct section and on the School of Education Student Services page.  

Minimum Grade Requirement

All graduate and doctoral courses within the School of Education must be passed with a grade equivalent of “C“ or higher. A grade of “C-” or lower is considered unacceptable and the course must be repeated.  An institutional GPA of 3.0 is required for graduation and recommendation for a credential.  Prerequisite courses require a minimum grade of “C” (2.0).

Exit Survey

All Education Programs require candidates to complete an exit survey at the end of their program. Some exit surveys are done through the Commission on Teacher Credentialing (CTC) and exit survey results are used to evaluate program effectiveness and for program improvement.