Preliminary Administrative Services Credential

Co-requisite: EDAD 695.

Educational Leadership Seminar I. Candidates will analyze multiple measures of student and school data and collaboratively develop a school site plan to promote equitable access, opportunities and outcomes for all students consistent with the school’s collaboratively developed vision. Strategies for engaging constituents in the identification of equity gaps, assessment of programs, and instructional strengths and needs will be emphasized and practiced. The importance of data-based decision making and ongoing plan monitoring, with an emphasis on continuous improvement practices to improve teaching and learning, will be explored. CalAPA Cycle 1 concepts will be introduced and practiced in this course and include a minimum of 25 hours of embedded clinical practice/fieldwork is required for this course.

Educational Leadership Seminar II. Candidates will analyze the role of professional learning at a school site including collaborative professional learning or communities of practice among teachers, staff, students, and families within the context of school culture. A problem of practice will be collaboratively identified based on relevant student data and the school’s mission, and vision , to form the basis for identifying an evidenced based strategy to implement in support of continuous improvement. Lastly, candidates will engage in effective, professional, and interactive communication (co-facilitation, public speaking, writing, and presentation skills) with various audiences and for various educational purposes, including advocacy, consensus building, and decision making. CalAPA Cycle 2 concepts will be introduced in this course with a focus on Step 1 and 2. A minimum of 25 hours of embedded clinical practice/fieldwork is required for this course.

Prerequisite: EDAD 604.

Corequisite: EDAD 696.

In this course, collaboration, communication, and team development structures (norms, group decision making, consensus, and progress monitoring) will be emphasized so candidates can develop the skill set necessary to co-facilitate professional learning within a community of practice. Building on this knowledge, candidates will practice co- facilitating a community of practice, to continuously improve teaching and learning, through the implementation of a cycle of inquiry. CalAPA Cycle 2 will be emphasized and completed in this course. A minimum of 25 hours of embedded clinical practice/ fieldwork is required for this course.

This course will explore federal, state, and local laws, regulations and guidelines relating to public schools and the educational process. Constitutional and related legal rights and protections for students and staff and the administrator’s role in monitoring and ensuring compliance with these rights and protections are also covered. The importance of ensuring that school practices and procedures promote equity and access, meet legal, health and safety requirements are included in this course. An emphasis is placed on research-based, student-centered classroom management and positive behavior interventions and supports (PBIS), conflict-resolution and restorative justice. A minimum of 25 hours of embedded clinical practice/fieldwork is required for this course.

Co-requisite: EDAD 697.

Educational Leadership Seminar III. This course will have candidates explore and analyze teacher evaluation systems grounded in the California Standards for the Teaching Profession (CSTP) and conduct a thorough review of a district’s coaching, observation and instructional feedback processes. Candidates will promote equitable learning opportunities, grounded in TK-12 student academic content standards and appropriate instructional practices, through classroom observations and provide unbiased, evidence-based feedback on the effectiveness of classroom instruction. Candidates will also be required to coach an individual teacher and develop specific suggestions for teacher professional growth to improve student learning. CalAPA Cycle 3 will be introduced in this course. A minimum of 25 hours of embedded clinical practice/fieldwork is required for this course.

This course will prepare candidates to identify and access resources for historically underserved populations and advocate, nurture, and sustain a positive culture to ensure educational equity and access. Specifically, candidates will learn how to integrate Multi-tiered System of Supports (MTSS) and structures into instruction to systematically address barriers to access to support equitable learning for all students. Further, candidates will explore the effect of equitable educational placements, classroom structures, school and master scheduling, grouping practices and educational settings on student learning. An additional emphasis of this course is communication and collaboration with multiple constituencies to improve student learning opportunities and outcomes for all students, including English learners and students with special needs. A minimum of 25 hours of embedded clinical practice/fieldwork is required for this course.