School and District Leadership Programs

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.

Program At-A-Glance

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. 

Become a leader in California's Education System

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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.

An Educational Justice Centered Degree

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. 

Explore the School and District Leadership Programs

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. 

Admission Requirements

Important Deadline Information:  Please refer to the Application and Enrollment Calendar for deadlines.

Learn more about the application process >


  1. Completed application 
  2. Evidence of a bachelor's degree from a regionally-accredited institution 
  3. Evidence of a 3.0 undergraduate GPA or an approved petition* 
  4. One (1) official transcript issued by the Registrar of each institution attended, sent directly to the Office of Graduate and Professional Enrollment.  
  5. Two (2) letters of recommendation from faculty or professionals who know your work 
  6. Personal Statement: Essay of 500 words describing personal experience and interests in relationship to educational administration.  
  7. Certificate of Clearance
  8. Meet the Basic Skills Requirement
  9. Clear or Life Credential
    To be eligible for admission to the MA in Educational Administration program, students must possess a clear or life credential and have completed at least three years of full-time teaching or professional service (related to their credential) before beginning the program. 
  • A valid clear or life California credential
  • Teacher Credential with English Learner Authorization
  • Pupil Personnel Services Credential 
  • Teacher Librarian Services Credential 
  • Speech-Language Pathology Services Credential 
  • Clinical or Rehabilitative Services Credential
  • School Nurse Services Credential

10. 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.

11. GRE scores (optional)

*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. 

Program Overview

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 fulfilled the requirements for the Preliminary Administrative Services Credential in California.  

Program Learning Outcomes

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 outcomes: 

  1. 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  

  1. 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. 

  1. 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. 

  1. 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. 

Core Values

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:

  • Focusing on the needs of students and children
  • Building relationships that promote trust and mutual support
  • Incorporating our personal and professional diversity as we pursue common goals
  • Engaging in open, honest, and respectful communication
  • Preparing students to be transformative change agents

Coursework & Program Pathway

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. 

The coursework and field experience segments of the program are delivered in a prescribed sequence. Pathways are recommended for timely program completion. 

For course descriptions, please view the most recent university catalog.


Master of Arts in Education: Education Administration Pathway >

Preliminary Administrative Services Credential

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:

  1. Develop, coordinate, and assess instructional programs
  2. Evaluate certificated and classified personnel
  3. Provide students’ discipline, including but not limited to, suspension and expulsion
  4. Provide certificated and classified employees discipline, including but not limited to, suspension, dismissal, and reinstatement
  5. Supervise certificated and classified personnel
  6. Manage school site, district, or county level fiscal services
  7. Recruit, employ, and assign certificated and classified personnel
  8. 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
  9. An individual must hold an Administrative Services Credential to provide the following services in grades preschool, K-12 and adults:
  10. Evaluate the quality and effectiveness of instructional services at the school site level
  11. Evaluate of certificated personnel employed at the school site level, with the exception of the site administrator
  12. Student and certificated personnel employee discipline services at the school site level

Learn more about Preliminary Administrative Services Credential

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. 

Learn more about the CalAPA