School of Education Overview

Here you will find the mission, vision, philosophy and purpose of our education program. 

About the School of Education

Mission - Vision - Philosophy - Purpose

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.

The vision of the University of Massachusetts Global School of Education is to be a recognized leader in preparing distinguished professionals whose leadership transforms public policy and catalyzes local, state, national and global communities.

The philosophy of the School of Education is grounded in a set of beliefs embraced by its faculty. These beliefs are aligned with our mission and vision.

The faculty of the School of Education believe that:

  • Learning is a life-long process
  • Every student is able to learn and succeed and should have access to a high quality educational experience
  • Inquiry and reflection are essential to learning and effective decision-making
  • Diversity enriches the educational experience for all learners
  • Educators are accountable to the communities they serve and should be advocates for equitable and inclusive environments for all students
  • Through collaborative relationships and strategic partnerships we can seek effective solutions to improve schools

The purpose of the School of Education is to provide the optimal environment for all candidates to develop the knowledge, skills and dispositions necessary to be effective leaders, scholars and practitioners who are empowered to promote constructive change in the communities they serve.

Conceptual Framework

The School of Education’s conceptual framework provides the structure and direction for program development, course content, instructional practices, candidate assessments, and school accountability. It is aligned with the mission and vision of the university and articulates the unit’s philosophy, purposes and guiding principles as well as candidate proficiencies. The conceptual framework engages faculty, staff and candidates in ongoing assessment, analysis and reflection and provides opportunities for input from educational partnerships in the community.

The five guiding principles and corresponding candidate proficiencies that serve as the foundational and philosophical structure on which each program is developed, implemented, assessed and improved are:

  • 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.


Assessment System

The School of Education has developed an assessment system that ensures that all students who graduate from our programs demonstrate the knowledge, skills and professional dispositions to be successful.

The system supports data-driven program reviews that examine:

  • Alignment with professional standards
  • Candidate’s development of knowledge, skills and dispositions
  • Efficacy of courses, field experience and programs
  • Effectiveness of program and unit operations



California Commission on Teacher Credentialing (CTC)  ctc

All School of Education teacher credential programs and service credential programs are accredited by the California Commission on Teacher Credentialing (CTC). These programs include:

  • Multiple Subject Credential
    • Multiple Subject Added Authorization
  • Single Subject Credential
    • Single Subject Added Authorization
  • Education Specialist Credentials
    • Mild/Moderate
    • Moderate/Severe
  • Education Specialist - Added Authorizations
    • Autism Spectrum Disorders
    • Early Childhood Special Education
  • California Teachers of English Learners(CTEL/CLAD)
  • Preliminary Administrative Services Credential
  • Clear Administrative Services Credential
  • Pupil Personnel Services Credential - School Psychology
  • Pupil Personnel Services Credential - School Counseling

National Council for Accreditation of Teacher Education (NCATE)  ncate    

The School of Education at University of Massachusetts Global is accredited by the National Council for Accreditation of Teacher Education (NCATE), This accreditation covers initial teacher preparation programs and advanced educator preparation programs that are offered at the following UMass Global campuses in California:

  • Antelope Valley
  • Fairfield
  • Hanford
  • Irvine
  • Menifee
  • Modesto
  • Monterey
  • Ontario
  • Palm Desert
  • Riverside
  • Roseville
  • San Diego
  • Santa Maria
  • Victorville
  • Visalia
  • Yuba City

However, the accreditation does not include individual education courses that the EPP offers to P-12 educators for professional development, relicensure or other purposes.

Title II Annual Reports

University of Massachusetts Global School of Education Title II Reports that include the pass rates of graduates on state certification assessments are posted on the CTC website. See the link below for the most recent report.

Annual Report Card on CA Teacher Prep Programs


Brad Damon
Associate Dean and Director of Accreditation


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