MA in Educational Leadership and Administration, PAS Credential

This course will cover adult learning principles and their use in designing, facilitating, and implementing effective, motivating, and data-driven professional growth activities focused on improving student learning outcomes. Candidates will develop a comprehensive professional development session for teachers utilizing a learning management system (LMS) that includes both synchronous and asynchronous components. The use of badging systems to support, motivate, and provide recognition to staff will also be emphasized. A minimum of 25 hours of embedded clinical practice/fieldwork is required for this course.

In this course, school finance in California, including relevant laws and regulations are covered to prepare candidates to work collaboratively with others in the school community to develop, implement, monitor, and report the school’s budget in a transparent manner. Candidates will assess and analyze student and site needs as a base to support financial decision-making and prioritize expenditures aligned with the school site plan. Candidates will also learn to align, effectively manage, and integrate all the organizational systems, structures, and policies of a school system that impact the school’s ability to implement the school site plan and achieve its vision and goals. These skills include an understanding of the regulatory and legal contexts involved with the management of human, fiscal and material resources. 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.

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.

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.

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.