Preparing educators who transform classrooms, challenge inequities, and advance opportunities through academic excellence.

Program Overview

Claremont Graduate University’s Joint MA and Credential Program is a culturally sustaining, TK–12 student-centered, and anti-racist teacher preparation pathway recognized by the Learning Policy Institute (2025) as one of the states five most effective programs.

The program combines live online coursework with a yearlong, in-person residency, offering rigorous, research-based preparation and practical classroom experience to meet the needs of California’s diverse students and schools.

Program Highlights

Fully online, synchronous coursework designed for flexibility and real-time collaboration
Year-long, in-person clinical residency in a partner school within 30 miles of Claremont
Completion timeline of 12 to 24 months for full-time students
Leads to a California Preliminary Teaching Credential and MA in Education
Evidence-based, culturally responsive instructional methods centered on equity and student success
Collaborative cohort model that fosters connection and professional growth
Two annual start dates: January (Spring) and July (Summer)

Candidates gain a deep understanding of the dynamics of teaching while learning to create inclusive, classroom environments. With strong support from faculty and district partners, you’ll graduate confident, adaptable, and ready to make a lasting impact.

Residency Pathways

All candidates complete a full-time, year-long clinical residency at a partner school typically within Los Angeles, San Bernardino, Riverside, or Orange counties. Modeled after medical residencies, this in-person experience offers hands-on, mentored preparation that builds strong, sustainable teaching practices, especially for those new to the profession. In addition to the standard residency, CGU offers several partner hosted pathway residencies that combine classroom teaching with financial and professional support.

Standard Residencies: This model is supported by over 100 residency partners across the region. Residents typically spend 3 days a week co-teaching at a local public or charter school under the guidance of a Mentor Teacher, completing at least 20 hours per week toward 600 CTC required clinical hours. We regularly collaborate with a core group of trusted, long-standing sites while offering many additional placement options to suit each candidate’s goals. Standard Residents have the flexibility to substitute teach or maintain part-time employment outside their residency hours, provided it doesn’t interfere with their residency or academic obligations.
Partner Hosted Pathway Residencies: We currently offer co-designed residencies with district partners that meet local hiring needs while supporting new teachers and students. Residents typically co-teach four to five days per week under the guidance of a Mentor Teacher, completing at least 20 hours per week toward 600 CTC required clinical hours. As part of this commitment, residents may also spend additional hours per week providing substitute teaching or student intervention support. Compensation is provided through a living stipend that varies by district.

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Our Partners

Please note that this list is not comprehensive and only represents a part of all the residency partners available to CGU students.

Bonita Unified School District
Claremont Unified School District
Ontario-Montclair School District
Corona-Norco Unified School District
San Bernardino County Superintendent of Schools
El Rancho Unified School District
West San Gabriel Valley SELPA
Downey Unified School District
Rialto Unified School District
Riverside Unified School District
West Covina Unified School District

Our Commitment to Critical Social Justice in Education

Our program is grounded in Critical Social Justice, a community-based practice rather than a checklist, that guides educators to engage deeply with equity, reflection, and action. We invite educators to:

1) Recognize that society is stratified along social group lines, that inequality is deeply and structurally embedded, and those inequalities are reproduced within schooling (Sensoy & DiAngelo, 2017).
2) Teach rigorously and effectively to actively disrupt inhumane and unjust practices.
3) Empower students to navigate an unjust world with agency so they can thrive.
4) Create empowering classroom and school ecologies that help dismantle systems of oppression.

Areas of Concentration

All students earn an MA in Education alongside one of the following California Preliminary Teaching Credentials:

Multiple Subject Credential
Prepares you to teach all subjects in elementary school classrooms.
Single Subject Credential
Prepares you to teach a specific subject in middle or high school settings.
Education Specialist Credential (Mild/Moderate and Extensive Support Needs)
Prepares you to work in a range of special education environments. This option requires 38 units.

Haseya Teacher Preparation

Haseya means “to rise up” in Navajo! Empowering Native Americans to rise up as future educators. CGU and the Navajo Nation partnered to help earn your California teaching credential and master’s degree with full financial support and mentorship, then make an impact teaching in Native communities. Join a community committed to culturally responsive teaching and the success of Indigenous learners.

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Program At-a-glance

36-38 units

required units
CA Preliminary Teaching Credential and MA in Education

degree awarded
Online

modality
Spring, Summer

program start
12-24 months | full time*

estimated completion time

Faculty

DeLacy Ganley

Dean, School of Educational Studies
Professor of Education

Research Interests

Culturally relevant education; resiliency and achievement of marginalized populations; intersection of families, community, and school; language acquisition; social capital theory; systems theory

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Claudia Bermúdez

Clinical Assistant Professor
Preliminary Program Coordinator
Department of Teacher Education

Research Interests

Bermúdez's research and teaching interests explore the significance of healthy classroom ecologies and the tension between critical social justice teaching and subtractive schooling. Her work spans PK-12 to higher education, with an emphasis on antiracist, antibias and culturally sustaining pedagogies; the intersection of class/race in education; the value of testimonios y pláticas in qualitative research; linguistic justice and translanguaging; and critically socially just leadership.

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Samara Suafo’a

Clinical Assistant Professor
Interim Director of the Department of Teacher Education

Research Interests

Indigenous research methodologies; the Indigenous art of storytelling as a high-impact practice in K-16 classrooms; Intersectionality of Dis/ability Research and Critical Social Justice; Role of Relationships as a Foundation for Creating Positive Classroom and School Ecologies; the intersectionality of race and athletics w/in K-16 systems; College Choice for historically minoritized communities; Impact of Colonization on the Educational Trajectory of Native Hawaiian/Pacific Islanders (NHPIs); Critical Social Justice in K-16 Education; Anti Racist/Anti Bias Pedagogy in K-16 classrooms

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Curriculum

Program Components

Graduate and Clinical Coursework

Teaching and Learning Process Series (4 parts): These courses are virtual and synchronous, blending culturally responsive theory with practical applications. They culminate in an MA Thesis/Capstone Ethnographic Narrative Project, preparing you to depeen your commitment to and understanding of critical social justice teaching.
Residency Foundations: This course prepares you with essential knowledge and skills for your clinical experience.
Literacy & Methods Series (2 parts): Dive into the pedagogy of your chosen credential area through these virtual, synchronous classes. They are essential for developing enriching teaching skills.
Teaching Performance Assessment Class (2 parts): This component offers both synchronous and asynchronous learning to support you in meeting California’s credentialing requirements.
Seminars: Based on your chosen pathway, you will engage in seminars tailored to help you support emergent bilingual students and students eligible for special education services.

Clinical Experiences

Residency supported and evaluated by a CGU Clinical Faculty Advisor.

The Teacher Education program is an online program that may not meet student visa requirements. Additionally, the program is designed to prepare California K12 school teachers. Graduates without U.S. work visas will likely find it difficult to find employment opportunities in California K12 schools.

Typically, classes meet 5:00 pm – 8:00 pm on Tuesdays and Thursdays. In the spring, SPED classes meet on Wednesdays. There are two Monday Clinical Support Sessions and three Clinical Classes per semester, each meeting from 5:30-7:30 pm. We have optional “Social Saturdays,” which bring the cohort together in person multiple times a semester.

Application Guidelines

University Requirements
Application Fee	$80 (fee is non-refundable)
Official Transcripts	Undergraduate/graduate Applicants must submit a sealed, official transcript from every undergraduate and graduate institution that has granted the applicant a degree. Electronic transcripts sent to admissions@cgu.edu are also accepted. For undergraduate coursework, applicants are required to submit proof of a completed bachelor’s degree from a regionally accredited college or university. Unofficial copies of transcripts are accepted for review purposes, but official copies will be required upon admission. Applicants currently earning a degree that will be completed prior to attending CGU are required to submit a transcript showing work in progress for evaluation purposes. Once the degree has been granted, a final official transcript documenting the degree conferred must be submitted to CGU. International applicants are advised to review the International Transcript Guidelines for additional information on submitting international transcripts.
English Proficiency Exam	Required (international applicants only) A valid score on one of the following examinations TOEFL, IELTS, Pearson PTE, Duolingo English Test is required of all non-native English-speaking applicants. The examination is not required for the following applicants: Citizens or permanent residents of countries where English is the sole official language of instruction, e.g., Australia, Bahamas, Barbados, Canada (except Quebec), England, Ghana, Ireland, Jamaica, Kenya, New Zealand, Nigeria, Scotland, St. Vincent and the Grenadines, Trinidad, Tobago, Uganda, and Wales (see the CGU Bulletin for a complete list of accepted countries). Applicants who hold an undergraduate or advanced degree, or will have earned such a degree prior to enrolling at CGU, from an institution in the US or in countries where English is the sole official language of instruction (see above). Applicants who have successfully completed an academic English pre-master’s or intensive graduate bridge program from a nationally recognized, regionally accredited four-year college or university in the United States in the last two years, with submitted evidence of successful completion, and subject to curriculum approval. CGU allows for an English proficiency waiver if the applicant has received, or will receive prior to enrollment at CGU, an undergraduate or advanced degree from an institution where English is one of the primary languages of instruction for the majority of courses in the student’s program. To receive the waiver, documentation must be provided by the applicant to show that English is the language of instruction at their university/college. CGU’s school code for the TOEFL exam is 4053. International applicants are encouraged to visit our International Applicants page for more information, including score requirements.
Resume	Applicants must submit an up-to-date copy of their resume.

Program Requirements
Statement of Purpose	In three pages maximum (typed, double‐spaced, 12 point font), respond to the following prompts. 1. Describe how your personal and educational background has shaped your desire to be a teacher. 2. Explain why you think this program is the best fit for you given what you know about the mission of CGU’S Teacher Education Program. 3. What personal assets (intellectual, linguistic, physical, or spiritual) will you bring with you to the challenge of teaching culturally and linguistically diverse students?
Academic Prerequisites	Completed a bachelor’s degree from an accredited institution, ideally with a minimum 3.0 GPA. If GPA is below 3.0, please address why in your personal statement.
Letter of Recommendation	2 letters required When filling out the online application, please enter references acquainted with your potential for success as a teacher who will submit a written recommendation on your behalf. References from those who can speak to your experience with children, your credential area, teaching in any context, etc. are preferred. Please do not enter family members as references. For programs requiring two letters of recommendation, you are welcome to enter an optional third reference. If you are struggling to secure two letters of recommendation, please reach out to an admissions representative.
Standardized Test Scores	CBEST and CSET Basic Skills & Subject Competency Requirements If you have not graduated from a regionally accredited university with a BA/BS, please enter your CBEST scores in the online application, and send a copy of your test scores with your application or upload documents demonstrating proof of meeting the basic skills requirement in another CTC approved way. If you are using the CSET to show your subject matter proficiency but have yet to pass it, you must submit proof of registration for an upcoming CSET examination. If you are using another CTC approved method, please upload supporting documents. You may upload score reports, proof of CSET registration, and any other relevant documents in the “Upload Supporting Documents” section of the online application (upload under “Additional Documents”). If you receive your test scores after submitting your application (or if you have more score reports than you are permitted to upload) please send them to the Teacher Education Office (925 N. Dartmouth Ave., Claremont, CA, 91711) or email an electronic copy to admissions@cgu.edu.
Interview	You will go through a central interview and reference check process before being admitted. Invitations to interview are extended once basic eligibility requirements are confirmed.

Key Dates and Deadlines

CGU operates on a priority deadline cycle. Applicants are strongly encouraged to submit complete applications by the priority dates in order to assure maximum consideration for both admission and fellowships.

Once the priority deadlines have passed, the University will continue to review applications for qualified candidates on a competitive, space-available basis. The final deadlines listed are the last date the University can accept an application in order to allow sufficient time to complete the admissions, financial aid, and other enrollment processes.

Spring 2026
Priority Deadline – November 1, 2025
Final Deadline – January 1, 2026
Classes begin – January 20, 2026

Summer 2026
Priority Deadline: February 1, 2026
Final Deadline: June 1, 2026
Classes Begin: July 1, 2026

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Cost & Aid

CGU has demonstrated its strong commitment to the Teacher Education program by reducing tuition by 50% starting in 2022.

Estimated Tuition
(California Residents, Non-Residents, International)
Program: 36-38 units
Tuition per unit: $1,000*
*Discounted rate effective for new students starting Spring 2022 or later.

Student Fees (Per Semester)

$245 Student Fee
$150 Technology Fee
International Student Services Fee: $802 (Fall), $898 (Spring)**
**Applies to F-1 international students enrolled in coursework, doctoral study, or continuous registration. Covers ISO accident/sickness plans and administrative costs. Subject to change.

For estimates on room & board, books, and more, download CGU’s Cost of Attendance 2025–2026.

Funding Your Education

Our district partner programs are designed to be financially accessible. The combination of competitive tuition rates, substantial grants, loans, and a generous living stipend significantly reduces the financial barriers typically associated with graduate education.

Financial Aid and Opportunities

California Golden State Teacher Grant: Eligible students can benefit from this grant, which offers up to $10,000 in financial support.
Federal Unsubsidized Loan: Students can apply for this loan through FAFSA (due June 1) to potentially receive up to $20,500 annually in aid.
Living Stipend: Through our district partnerships, students receive a substantial living stipend of at least $25,000, easing the financial burden during their study.

Net Cost Consideration

Total Before Loans and Grants: The gross cost of the program is between $36,000 and $38,000.
Reduced Net Cost: After accounting for the California Golden State Teacher Grant and the living stipend, the net cost before considering loans could effectively be zero.

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