The University of Redlands School of Education School and District Leadership programs center on social and educational justice to produce leaders in education with cultural sensitivity and awareness of structural issues that students from diverse backgrounds face every day.
|Credential Only||2-3 Semesters||15 Units|
|Masters with Credential||6 Semesters||36 Units|
|Ed.D with Credential||3-4 Years||60 Units|
All 3 programs are hybrid. A hybrid course has no less than 50% of a course in-person (on Redland’s main campus) and no more than 50% online.
Tuition and fees can be viewed here.
More than 50% of our students receive School of Education scholarships. Book an appointment to learn more.
Our Preliminary Administrative Services credential, master's degree, and doctoral programs introduce complex theories of education, leadership, social justice, and organizational change and challenge students to apply these theories in real-world contexts.
Our faculty use engaging teaching strategies such as case studies, problem-based learning, and collaborative problem-solving. Each course is designed to further engage students and cement their understanding of the intricate role of social justice within educational administration.
The School and District programs produce school leaders that understand the intersection of racial and cultural diversity, gender differences, sexual orientation, and other educational justice issues that arise in today's society.
The University of Redlands School and District Leadership Programs center on social and educational justice in order to produce educators and administrators with the cultural sensitivity and awareness of structural issues that students from diverse backgrounds face every day.
Our graduates are equipped with the tools to confront and combat these issues, spurring change for good in school systems across California and the United States. To learn more about this program, as well as the California credentialing system, request information today.
11. Evidence of at least three years of full-time teaching or professional service. Full-time service means service for a minimum of four hours per day for at least three-fourths of the total days in the school year. Substitute or part-time service does not apply.
12. GRE scores (optional)
13. Certification of Clearance by CCTC
*Students who do not have the minimum GPA must submit a GPA petition to the School of Education along with 2 additional letters of recommendation from different academicians/professionals.
Through courses such as Ethical and Reflective Leadership and Leadership for Change, students uncover methods and theories for integrating ideas of social justice into school systems. The curriculum also includes extensive labs and experiential opportunities to understand the real-world applications of educational justice theory.
EDUC 671 Ethical and Reflective Leadership (3 Credits)
Introduction to leadership theory, problem framing, individual leadership assessment, and administrative styles. Emphasis on organizational management, ethical decision making, problem-solving, and reflective practice.
EDUC 674 Education Law & Policy (3 Credits)
Introduction to and application of federal and state laws and legal opinions as they relate to educational policies and procedures. Topics covered include constitutional law, administrative law, district policies, and school governance and politics in relation to positive school climate and improvement.
EDUC 670 Program Administration and Evaluation (3 Credits)
Emphasis on the theoretical and practical perspectives of management and evaluation of programs and program design. Introduction to organizational theory and management, team learning in a school environment, and curricular programming. Application of work required in a program proposal, including design, implementation, and evaluation strategies. Fieldwork required.
EDUC 634A Leadership Lab A (1 Credits)
In this one-hour field experience, students are introduced to the expectations of the Educational Administration program, professional standards, state licensure requirements, and the CalAPA; practice the skills needed to successfully complete CalAPA Cycle 1: Analyzing Data to Inform School Improvement and Promote Equality.
EDUC 679A Education Administration Internship A (1 Credits)
Intern candidates will complete the CalAPA Cycle 1: Analyzing Data to Inform School Improvement and Promote Equity, receive individual leadership coaching, and reflect on consequential, job-related leadership experiences. Intern candidates must enroll in 679A in lieu of 634A.
Co-requisite EDUC 635A.
EDUC 635A CalAPA Cycle 1 (0 Credits)
Required of all Education Administration students seeking credential. Students must complete CalAPA Cycle 1: Analyzing Data to Inform School Improvement and Promote Equity with a passing score before program completion. The student will not receive course credit until they receive a passing score on CalAPA cycle 1.
EDUC 673 School Resource Management (3 Credits)
Introduction to sound fiscal procedures and budgeting, including an examination of federal, state, and local educational financing. Topics include equitable resource management, setting budgetary priorities at the school site, facilities management, and school modernization.
EDUC 644 Introduction to Educational Research (3 Credits)
Introduces the major orientations informing educational research, as well as a range of qualitative and quantitative methodologies. Develops an understanding of study design, data collection, and analysis to evaluate existing studies and plan new ones that are relevant to professional practice in education.
EDUC 602 Leadership For Diverse Populations (3 Credits)
Examination of how leaders adapt communication, leadership style, social, emotional, and academic services to support the success of all students. Emphasis on the relationship of race, ethnicity, gender, class, and culture on student success in classrooms, schools, and educational systems.
EDUC 675 Curriculum and Program Development (3 Credits)
Consideration of the philosophical and historical elements of curriculum, as well as emerging issues. Specific attention given to planning, developing, implementing, and evaluating programs. Additional topics include current research in teaching practices, special programs, and the process of change within a school.
EDUC 634B Leadership Lab B (1 Credits)
In this one-hour field of experience, students practice the skills needed to successfully complete CalAPA Cycle 2: Facilitating Communities of Practice and reflect on their applications of theory to practice. Students will work on professional growth and identify practice-based opportunities for applied leadership.
EDUC 679B Education Administration Internship B (1 Credits)
Intern candidates will complete the CalAPA Cycle 2: Facilitating Communities of Practice, receive individual leadership coaching, and reflect on consequential, job-related leadership experiences. Intern candidates must enroll in 679B in lieu of 634B.
EDUC 635B CalAPA Cycle 2 (0 Credits)
Required of all Educational Administration students seeking credential. Students must complete CalAPA Cycle 2: Facilitating Communities of Practice with a passing score before program completion. The student will not receive course credit until they receive a passing score on CalAPA Cycle 2.
EDUC 643 Coaching and Teacher Development (3 Credits)
Introduction to the foundational theories of curriculum design and implementation, adult learning, and professional development. Students will apply theory to create professional development strategies in support of teacher performance.
EDUC 634C Leadership Lab C (1 Credits)
In this one-hour field experience, students practice the skills needed to successfully complete CalAPA Cycle 3: Supporting Teacher Growth and reflect on their application of theory to practice. Students will work on short and long term professional growth and identify practice-based opportunities for applied leadership.
EDUC 679C Education Administration Internship C (1 Credits)
Intern candidates will complete the CalAPA Cycle 3: Supporting Teacher Growth, receive individual leadership coaching, and reflect on consequential, job-related leadership experiences. Intern candidates must enroll in 679C in lieu of 634C.
EDUC 635C CalAPA Cycle 3 (0 Credits)
Required of all Education Administration students seeking credential. Students must complete CalAPA Cycle 3: Supporting Teacher Growth with a passing score before program completion. The student will not receive course credit until they receive a passing score on CalAPA Cycle 3.
EDUC 636 Master’s Program Seminar (Education Administration) (3 Credits)
Culminating experience of the program. Students will have the opportunity to identify, explore, and research an area of education administration in depth and then communicate findings to the professional community.
EDUC 632 Education Administration Exit Exam (0 Credits)
Taken during the Summer 2 semester, students will complete an assessment of knowledge and skills required of educational leaders.
Master of Arts in Education, Educational Administration with Preliminary Administrative Services Credential
This two-year program provides students with theoretical and practical coursework in school leadership in Pre-K-12 education settings. The Educational Administration program consists of 36 credits and is designed to transform scholar-practitioners into visionary leaders committed to positively impacting all students in their charge.
The program introduces complex theories of education, leadership, social justice, and organizational change and challenges students to apply these theories in real-world contexts. Program faculty use engaging teaching strategies such as case studies, problem-based learning, and collaborative problem-solving. Each course is designed to further engage students and cement their understanding of the intricate role of social justice within educational administration. This program has a significant fieldwork component that requires candidates to think critically and reflectively about the theory to practice continuum.
Most students complete the program in 2-years. By graduation, candidates will have a firm understanding of what it means to be a leader within a school system and the real-world application of educational justice theory in the classroom. They will graduate having fulled the requirements for the Preliminary Administrative Services Credential in California.
The faculty in the Educational Administration Program are committed to working together to build a student-centered learning community.
We are committed to creating a self-reflective, self-corrective, and respectful environment. We are committed to clearly communicating goals, expectations, processes, and policies to all of our stakeholders. Building such a learning community takes time; it comes through experience, trust, and each member's commitment to the success of the team. Based on these program commitments, we have carefully and thoughtfully identified the following core values of the Educational Administration Program:
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.
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:
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.