Berkeley Educators for Equity and Excellence (BE3) MA/Credential Program
The programs formerly known as DTE, MACSME, and MUSE are now part of BE3. Learn more about the BE3 MA/Credential Program here and at our Info Sessions, and apply by December 17, 2018.
BE3 prepares teachers who are committed to co-creating powerful and enriching classrooms that embody the values, relationships, and experiences of a more just world. (From the BE3 Identity Statement. See below for the full statement.)
Berkeley is a place where the brightest minds from across the globe come together to explore, ask questions, solve problems, and improve the world. We are a public university committed to the public good. Key to this commitment is the improvement of education by creating knowledge, developing dispositions toward inquiry and critique, and helping develop superb educators dedicated to equity and excellence.
The Graduate School of Education has developed the Berkeley Educators for Equity and Excellence (BE3), an 18-month teacher education program in which candidates earn both a teaching credential and a master’s of arts degree under different pathways. Students choose one pathway from either the Elementary or Secondary programs.
> Multiple Subject Credential + MA in education
> English Credential + MA in education
> Math Credential + MA in education
> Science Credential + MA in education
BE3 Identity: Who We Are & What We Strive to Be
BE3 prepares teachers who are committed to co-creating powerful and enriching classrooms that embody the values, relationships, and experiences of a more just world. Such spaces of learning are only possible when teachers build on the strengths and assets of students. These spaces emerge from a commitment, grounded in humility and hope, to construct classrooms, pedagogies, and practices in solidarity with families and communities who have been marginalized. In doing so, we strive to fulfill ongoing struggles for education that are genuinely for the public good and that resist prioritizing market-driven agendas over people. Our work as teachers requires a profound recognition that schooling and education have been avenues for liberation, transformation, and justice as well as oppression, colonization, and dehumanization—an awareness that demands that each moment of teaching is intentionally approached as political, ethical, and moral. In BE3, we embark on a continuous journey of naming and interrupting systems of oppression, including white supremacy, settler colonialism, patriarchy, and heteronormativity, and centering the knowledges, values, and experiences of marginalized communities. Knowing that power shapes what we teach, how we teach, and who we become as teachers and learners, we remind ourselves that washing our hands of conflicts in society is not neutrality—it is siding with systems of oppression.
Centering these social justice principles as teachers requires our close attention to the pedagogies and practices we refine and innovate, the relationships we nurture within and outside of our classrooms, and the systems we create in schools. We seek to cultivate classrooms that are joyful, where students and teachers authentically care for each other, and where teachers foster students’ curiosity and love for learning. We endeavor to create spaces that build on students’ intuitions, creativity, and capacity for joint meaning making to develop their agency as historians, mathematicians, scientists, readers, and writers. We integrate the arts, humanities, and social theory as we teach young people who imaginatively navigate and meld diverse social and digital spaces as democratic agents in an increasingly pluralistic society. Knowing that even progressive notions of care and student-centeredness have been instrumental in obscuring the abilities, ingenuity, and brilliance of youth from marginalized communities, we commit to examining teaching and learning in relationship to culture and power. In our classrooms and with our colleagues, we hold ourselves to interrogating our positionality and deliberately acting with an understanding of how we have internalized and are embedded in systems of oppression.
We believe teachers should be producers of knowledge who engage in a generative way with research as they approach their own classrooms and schools as sites for purposeful investigation. Teaching is a lifelong endeavor—a craft that deepens through an intentional stance of inquiry over time. It is also a profoundly creative and intellectual endeavor that requires the coupling of theory and practice, and the fortitude of dialogue and humility, as means to realizing our collective humanity. As members of the BE3 community, we recognize our collective capacity to transform, to look inward to become more honest, courageous and whole so that we can hold space and support others to do the same. We consciously work to embody, with students, families, communities, and ourselves, the values and relationships that would characterize the world towards which we strive.
Professor Thomas Philip, Faculty Director
Elisa Salasin, Elementary Pathway Director (Multiple Subject Credential + MA in education)
Jake Disston, Math and Science Pathways Director (Secondary Math Credential + MA in education; and Science Credential + MA in education)
Paul Lai, English Pathway Director (Secondary English Credential + MA in education)
Nives Wetzel de Cediel, Lead Supervisor
Susan A. Hill, Program Assistant
Stories of BE3's Impact
Our candidates are among the best prepared teachers in the country. They exceed their state and national peers on assessments of teacher performance such as planning and implementing instruction, engaging students in learning, and assessing student learning. Our graduates enjoy ample employment opportunities in San Francisco Bay Area K-12 classrooms, and often serve as mentors for our teacher candidates. Our graduates also become part of a large network of teachers and educational leaders dedicated to improving teaching and schools throughout their careers.
Coming Soon: Testimonials of Berkeley teacher education graduates making impacts
Who Will You Be in BE3?
BE3 is at a moment of monumental change in Berkeley’s GSE where we are bringing to life the commitments and principles in our Identity. We invite you to courageously participate in our efforts toward collective social justice, continually transforming who we are in BE3 and who we are in solidarity with students, families, and communities. We are a community where we interrogate our positionality and act from a deliberate awareness of how we have internalized and are embedded in systems of oppression. How will you channel your righteous indignation about the injustices against peoples across the world and against the earth itself with the fortitude of dialogue, humility, and hope to transform schools in the Bay Area?
You can access the BE3 program scope and sequence here.
For Prospective Students
If BE3's Identity and Stories of Impact resonate with you, we invite you to reach out to find out more about applying to BE3.
Applications for the BE3 MA/credential program for 2019-2020 school year are due December 17, 2018 and you can learn about requirements and applications here.
We invite prospective students to find out more about BE3's program, faculty, and experience at our Information Sessions. Information Sessions will be held at the Graduate School of Education, 4th Floor Lobby of 2121 Berkeley Way, at the dates and times below. We want to learn more about you; please RSVP here or by sending us a message at email@example.com if you plan to attend an Info Session.
BE3 Information Sessions at 2121 Berkeley Way
Thursday, September 27, 2018. 6:00 - 7:00pm
Friday, October 12, 2018. 4:00 - 5:00pm
Saturday, November 17, 2018. 10:00 - 11:00am
If you are unable to attend these Information Sessions, please contact us at firstname.lastname@example.org or let us know through this interest survey. We have additional webinar and informational sessions in the works to connect with you about BE3.
To apply to BE3, you must (a) complete an application form from the Graduate School of Education (GSE); and (b) meet the BE3 requirements listed below.
For directions on completing the GSE application, visit the GSE Admissions page.
When Applying to the UC Berkeley Graduate Division, select: Admit term: Summer, Select Program: “Education-Teaching Credential/MA"
Besides the above application, there are two additional requirements for BE3.
1. Subject Matter Requirement
You may fulfill the Subject Matter Requirement in one of two ways: (i) by passing the CSET Exam; or (ii) successfully completing a Subject Matter Preparation Program.
i. CSET Exam (California Subject Examinations for Teachers):
CSET is required of all applicants to programs leading to a multiple or single subject teaching credential. Please upload a PDF scan of your official score report into the online application.
You are required to take ALL CSET subtests of the corresponding credential Subject.
CSET Subtests Required
Science (Taken 8/6/17 and before)
Science (Taken 8/7/17 and after)
We strongly recommend that the CSET be taken by the application deadline.
In order to be considered for admission you must:
Pass 2 subtests (1 for science taken after* 8/6/17) by March 15th, 2019. If recommended for admission, passage of remaining CSETs is required by June 1, or you will be required to enroll in UCB CSET support group and pass by August 15.
Passage of ALL subtests is required by Aug 15th in order to continue in the program. Visit: http://www.ctcexams.nesinc.com/test_info_CSET.asp?t=101 for test dates and registration information.
ii. Subject Matter Preparation Program:
Complete an approved Subject Matter Preparation Program. Upload a certified letter from your credential analyst confirming your enrollment and completion of your program. If you are currently in a Subject Matter Preparation Program you should submit a letter indicating you have completed 80% of your program and submit final letter upon completion.
2. Basic Skills Requirement
CBEST (California Basic Educational Skills Test). Applicants residing outside of California and Oregon may take CBEST after admission and arrival in California.
Applicants applying to the multiple subject credential option may take the CSET Writing Examination Multiple Subject
- Please upload a PDF scan of your official score report into the online application.
(Note: Previously, this website included a "Supplemental materials" requirement that involved submitting a linked video of the applicant teaching. Please note this is no longer asked of applicants to BE3. You DO NOT need to send a video as part of your application to BE3.)
Submissions to be uploaded along with your GSE application.
Fellowships and Support
BE3 strives to train diverse teachers and as such provides a range of fellowships and grants based on both merit and need. Most BE3 candidates receive some level of support via fellowships and grants.
More information to come in this section, and please also refer to GSE Fees and Financial Support.
Frequently Asked Questions
Under Construction but Coming Soon!