Accredited by the California Commission on Teacher Credentialing, this program prepares reflective leaders to identify educational disparities, lead initiatives to implement educational equity and access through systematic innovation.
The Masters in Education, Educational Administration is designed to produce school leaders that understand the pluralistic society with the intersections of racial and cultural diversity, gender differences, sexual orientation, and other educational justice issues that arise in today’s society.
Master of Arts in Education, Educational Administration with Preliminary Administrative Services Credential
This two-year program provides you theoretical and practical coursework in school leadership for both the public and private K-12 education. The Educational Administration program consists of 36 credits and is designed to prepare scholar practitioners--visionary leaders committed to positively impacting all students in their charge. The combined coursework and fieldwork experiences require candidates to think critically and reflectively about the theory to practice continuum. To this end, the program will introduce complex theories of education, leadership, social justice, and organizational change and challenge students to apply these theories in real world contexts. Program faculty will use engaging teaching strategies, such as case study, problem-based learning, and collaborative problem solving in each course.
The Master's Degree and the Preliminary Administrative Services Credential in a combined program is 36 units.
As of Fall 2019, students beginning the Ed. Admin. program are advised to plan their courses according to the pathways posted below:
The California Commission on Teacher Credentialing (CCTC) has developed the California Administrator Performance Assessment (CalAPA) to measure students’ mastery of selected California Administrator Performance Expectations (CAPE).
The Education Administration program curriculum has been designed, in part, to help students prepare for and be successful in taking the CalAPA. Students will take CalAPA cycles as part of their work in Leadership Labs, in conjunction with supporting coursework. While the program will support students in CalAPA preparation, students are solely responsible for completing CalAPA registration and paying for each cycle of the test.
California has a two-tier credential structure. A five-year preliminary credential is the first credential issued after an individual meets basic credential requirements. A clear credential is issued when all credential requirements have been completed.
The Administrative Services Credential authorizes the holder to provide the following services in grades 12 and below, including preschool, and in classes organized primarily for adults:
Develop, coordinate, and assess instructional programs
Evaluate certificated and classified personnel
Provide students’ discipline, including but not limited to, suspension and expulsion
Provide certificated and classified employees discipline, including but not limited to, suspension, dismissal, and reinstatement
Supervise certificated and classified personnel
Manage school site, district, or county level fiscal services
Recruit, employ, and assign certificated and classified personnel
Develop, coordinate, and supervise student support services, including but not limited to extracurricular activities, pupil personnel services, health services, library services, and technology support services
An individual must hold an Administrative Services Credential to provide the following services in grades preschool, K-12 and adults:
Evaluate the quality and effectiveness of instructional services at the school site level
Evaluate of certificated personnel employed at the school site level, with the exception of the site administrator
Student and certificated personnel employee discipline services at the school site level
In addition to the formal student learning objectives laid out in the state established California Administrator Performance Expectations (CAPE) and California Administrator Content Expectations (CACE), the program curricula are designed to meet the following program objectives:
Students will master theoretical knowledge that they can deploy in districts and schools. Specifically, this knowledge will help them to describe, explain, or predict, if not ultimately affect, behavior that influences institutional effectiveness
Students will master the process of reflection and demonstrate their ability to apply it. Specifically, they will learn to critique their behavior and outcomes in relation to existing professional knowledge.
Students will use reflective practice to produce tacit knowledge. Specifically, they will interface theory and experience by analyzing their decisions in relation to contextual variables in schools.
Students will use multiple theories to frame and reframe leadership challenges. By reframing leadership challenges, students will have the ability to think about a situation from more than one angle, to understand the complexity of leadership challenges, and to develop alternative diagnoses and strategies.