Your statement of purpose must be a clear and legible draft focusing on the specific guidelines of the program and the chosen emphasis you are applying for at the School of Education and Counseling Psychology. Your statement must include evidence of your commitment to Social Justice, Multiculturalism and Diversity. Please limit your statement to two pages – typed and double-spaced. You must not receive any assistance writing or editing the personal statement; it must be your own original work.
Explain your reasons for entering the mental health profession, highlight related experiences, and any unique reasons for selecting Santa Clara University. Please provide all relevant background information about the context of the specific work you have done, as well as a description of the aspects of the work you find most engaging and/or meaningful.
Recall an experience you had working with children or youth in a formal, organized setting in the United States within the past 3 years. Provide a description of the experience (e.g., context, students, program, grade) and explain what aspects of this experience you found most engaging and/or meaningful. Additionally explain how this experience aligns with the mission of the department of education "...to prepare professionals of competence, conscience, and compassion who will promote the common good as they transform lives, schools, and communities."
1) For applicants with no prior Catholic school teaching experience: Please compose a statement focused on your reasons for becoming a Catholic schoolteacher and your experiences that have prepared you for a Catholic school teaching career (especially your work with children or youth). Conclude by discussing the connections between your reasons for becoming a Catholic schoolteacher, your experiences that prepared you for this career, and your goals as a learner in Santa Clara University’s preliminary teaching credential program.
2) For applicants who have already been working as Catholic school teachers (including teachers pursuing the preliminary credential via the Abbreviated Route): Please compose a statement focused on your recent Catholic school teaching experiences. Please be sure to include: Relevant background information about the context and the specific work you do there. Description of the aspects of the experience you find most engaging and/or meaningful. Thoughtful discussion of the impact of your work experiences on your personal and professional learning goals for the teaching credential program.
1) (If applying to the program WITHOUT the Preliminary Administrative Services Credential option): Explain how your personal and/or academic experiences have contributed to your desire to pursue an M.A. in Educational Leadership at SCU. Describe how your personal and professional goals align with the program and what you hope to gain as a result of completing this degree.
2) (If applying to the program WITH the Preliminary Administrative Services Credential option)" Please write a statement focused on your recent experiences as a teacher, school counselor or as another certificated position in a school or district office, including :
Relevant background information about the context and the specific work you do. A description of the aspects of the work you find most engaging and/or meaningful A thoughtful discussion of the impact of your experiences on your personal and professional learning goals for the administrative services credential program or the Master of Arts in Educational Leadership degree program.
Letters of recommendation should be from individuals who have served in supervisory or evaluative roles with you. This may include professors, instructors, managers, job supervisors, clinical supervisors, volunteer coordinators, supervisors of volunteer work, or similar. Letters of recommendation should not be from personal friends, family members, or personal therapists. We realize that letters from such individuals may not be possible for some applicants. If you will be requesting a letter from someone that does not fit these guidelines, please briefly explain why; the expectation is that the people writing letters for you should still be able to comment on your professional capacity as a practitioner.
Applicants must demonstrate possession of recent (within the past 3 years), formal paid or unpaid experience working with groups of children or youth of the same age range as their intended area of teaching (5-14 for multiple subject, 12-18 for single subject). The following activities will NOT satisfy the expectations for admission to the MATTC program: Teaching music, art, or dance lessons (unless you intend to pursue a K12 music, art, or physical education teaching credential); Working as a babysitter, nanny, or daycare provider; Working with your own children, their friends, or members of your family; Providing one-on-one tutoring in any academic or nonacademic subject area.
Individuals applying for the Summer term (1-year MATTC program) are encouraged to submit passing CBEST and CSET (multiple-subject or single-subject) scores, or evidence of the equivalent, with their application. If scores are not available at the time of application, exam registration DATES should be provided. Passing scores must be submitted as soon as available.
SUMMER 2023 scores received by April 1, 2023, will be considered “on time” and applicants who are admitted to the program will be placed into their student teaching classroom on a first-come, first-serve basis. All scores received after April 1, 2023 will be subject to classroom placement availability.
**Admitted applicants who do not submit their scores by June 1, 2023 will not be allowed to start in the Summer Session and will be deferred to the Fall 2023 quarter, to take part in the 2-year MATTC program.**
Individuals applying for the Winter 2023 MATTC admissions windows (2-year and mid year prograrm) will be expected to follow the following deadlines for submission of their exam scores. Passing CBEST and CSET (multiple-subject or single-subject) scores, or evidence of the equivalent, should be submitted with their application. If scores are not available at the time of application, exam registration DATES should be provided.
WINTER 2023 candidates are strongly encouraged to submit all passing scores by the start of the Winter 2023 quarter. The final deadline to submit all passing scores is January 13, 2023. Submit your scores as soon as they are received.
Individuals applying for the 2-year Intern track are encouraged to submit passing CBEST and CSET (multiple-subject or single-subject) scores, or evidence of the equivalent, with their application. If scores are not available at the time of application, exam registration DATES must be provided. Passing scores must be submitted as soon as available. Intern candidates must have scores on file by June 1, 2023.
California provides guidance on basic skills necessary for teacher candidates.
The Pre-Service B-MATTC pathway requires that candidates complete the MATTC course load plus three additional courses designed specifically for B-MATTC candidates. B-MATTC courses are taught in Spanish.
Individuals interested in pursuing a Bilingual Authorization - Spanish must pass the CSET LOTE 3 (Spanish) exam prior to starting their B-MATTC courses. B-MATTC Pre-Service candidates who do not pass the CSET LOTE 3 (Spanish) exam before the start of their first quarter are still eligible to join the MATTC program. These candidates may add the Bilingual Authorization - Spanish at a later time once they have passed the CSET LOTE 3 (Spanish) exam.
CSET LOTE 3 (Spanish) test scores may be uploaded in PDF format through the online application portal. CSET LOTE 3 (Spanish) test scores may also be emailed in PDF format to the ECP Admissions office at firstname.lastname@example.org.
Please complete the CatMat Administrator Form in its entirety, arrange for your principal to complete and sign the form and send it to the Admissions Office by email to email@example.com.
Applicants interested in pursuing the preliminary administrative services credential must submit 1) proof of their valid California Teaching Credential. The teaching credential must be cleared prior to completing the Educational Leadership program, 2) an employment verification letter written on official letterhead and signed by their employer and 3) passing CBEST or evidence of the equivalent with their application.
|Counseling Psychology programs (all)||$726|
|Education Leadership Programs (MA)||$726|
|Teacher Education Programs (MA)||$726|
|Doctorate of Education (EdD)||$726|
|ExCEL Program (per year)||$14,500|
|Student Association Fees (per quarter)||$50|
See the bursar's office for a full list of tuition & fees for graduate students.
|Program||Winter 2024||Spring 2024||Summer 2024||Fall 2024|
|Counseling Psychology Programs (all)||
Currently accepting applications
|February 1, 2024||February 1, 2024||February 1, 2024|
|Teacher Education Program (MATTC) - In-person/hybrid||Currently accepting applications||
February 1, 2024
March 1, 2024
|Teacher Education Program (MATTC) - Online||
January 15, 2024
Final: February 15, 2024
Priority: May 15, 2024
Final: July 15, 2024
|Catholic Teacher Education (CatMAT) - In-person/hybrid||February 1, 2024|
|Catholic Teacher Education (CatMAT) - Online||May 15, 2024|
|Teacher Education - ExCEL Program||January 31, 2024|
|Education Leadership (MA)||Currently accepting applications||February 1, 2024||
Priority: April 1, 2024
Final: May 1, 2024
|Doctor of Education (EdD)||Final: February 1, 2024|
Applications may be accepted after the final deadline, as space permits.