Program Overview

CREDENTIAL/MASTERS PROGRAMS

Our program offers an accelerated model with pathways using both a hybrid and online delivery model.  Using face-to-face meetings, technologies including video conferencing, and a variety of other tools, students become part of CSUDH school leaders community. Through coursework, fieldwork, and clinical practice, aspiring leaders are considered "Ready to Lead" at the conclusion of our Preliminary Credential program and are prepared to “Lead On” at the conclusion of our Clear Credential program.

 

What is the right program for you?

Preliminary Administrative Services Credential (PASC) authorizes holders to provide administrative services in a K-12 setting. These duties may include:

• The discipline of students and employees
• Development of programs both instructional and in an assessment
• Creation of student support services
• Management of site, district or county fiscal services
• Personnel management including the hiring, assigning, supervising and evaluating of classified and certificated employees

The credential option is available to candidates who meet the requirements for admission. It is a two-semester cohort program model that prepares candidates using the California Professional Standards for Education Leaders (CPSEL) and the California Administrator Performance Expectations (CAPES) as the foundations for coursework.  The program includes coursework, fieldwork, and clinical practice.

Learn more about this program.

Master of Arts School Leadership Program

The Masters of Arts in School Leadership requires students to complete six additional units on research and learning on top of the 26 units for the Preliminary Credential.  Many organizations require an MA for a leadership position.

Learn more about this program.

Clear Induction Administrative Services Credential Program (CASC)

Utilizing coaching, professional development and assessment, this program offers job-embedded support for novice administrators.

The Clear Induction Administrative Services Credential program is a two year, 6-course program.  It is framed around the needs of the candidates in relation to the California Professional Standards for Education Leaders (CPSEL). Candidates must create and compile an Individual Induction Plan along with evidence that showcase growth in the CPSELs, take and analyze personal assessments, and participate in coaching and professional development.

Learn more about this program.   

Program Overviews

Our program is an accelerated model with pathways both a hybrid and online delivery model.  Using face to face meetings,  technologies including video conferencing and a variety of other tools,  students are become part of CSUDH school leaders community. With coursework, , fieldwork and clinical practice aspiring leaders are considered "Ready to Lead"  at the conclusion of the program. 

Preliminary Administrative Services Credential (PASC)

The credential option is available to candidates who meet the requirements for admission. It is a two-semester cohort program model that prepares candidates using the Leadership standards for the state of California (CPSELS) and the Performance Expectations (CAPES) required by the state of California as the foundations for coursework.  The program includes coursework, fieldwork, and clinical practice.

Image illustrates the student choice in an online or hybrid format for learning in
the Preliminary Induction Administrative Services Credential program.  

Clear Induction Administrative Services Credential Program (CASC)

The Clear Administrative Services Credential program is a two year, 6-course program.  It is framed around the needs of the candidates in relation to the six CPSELs. Candidates' must create and compile an Individual Induction Plan, compile Evidence Folders that showcase growth in the CPSELS, take and analyze personal Assessments, and participate in Coaching and Professional Development.

Image illustrates the student hybrid format for learning in the
Clear Induction Administrative Services Credential program.  

SLP Mission

The  School Leadership Program develops leaders with an adaptive mindset who use their heart and minds to engage courageously and humanistically creating  excellent learning environments. Using the lenses of critical pedagogy, generative dispositions, and habits of mind, leaders build and foster retorative school cultures that manifest learning, critical thinking, voice, debate and collaboration. Creating systems that support the growth for all, with the moral commitment to the most under-served populations  equity, justice and critical consciousness are ensured. With lenses of culture, dignity , social responsibility and  informed citizenry,  communities of activism thrive and transform.

SLP Vision

Grounded in critical consciousness and a moral imperative we create generative leaders commited to activism by:

		Establishing and building relationships grounded in equity and trust.
		Creating and fostering an adaptive culture, reflecting on the system and one’s self, and deliberately orchestrating generative conflict.
		Inspiring communities that improve student outcomes by focusing on data and the whole child, liberating marginalized populations, while developing excellence in teaching, learning and life.
		Justly and effectively allocate human and financial resources, facilities, materials, technology, time and energy to maximize support for all learning.
		Mindfully examine triggers, biases, beliefs and values to actualize empathy, heart, spirit and mind in myself and others.

We Develop Leaders with dispositions and mindsets of the heart and mind that are:

1. Culturally, ethically, inclusively communicatively intelligent
2. Unwavering advocates for the learning for all
3. Courageous champions of equity
4. Humanistic systems thinkers
5. Curious, humble generative leaders
6. Hackers of systems
7. Navigators of the ecoto
8. Self-actualized in a culture of adaptivity
9. Aware of their own immunities, bias, triggers, and growth points and how to mitigate
10. Authentically empathetic   

The SLP Program within the College of Education is designed to further the college’s mission and goals in four critical ways:

• Urban and Diverse: 
  

  Because most SLP credential candidates work within the greater Los Angeles basin, one of the most diverse areas in the country, the SLP program is dedicated to preparing future school leaders to work in urban settings with culturally and linguistically diverse learners. Program curricula are constructed carefully to forward this important goal of preparing educational leaders to work in diverse settings. As a critical aspect of their course work, candidates learn interactive strategies that encourage the success of all candidates and clients, especially those from low socioeconomic and culturally diverse backgrounds.
  
  

• Theory into Practice:

  An additional aspect of the SLP program is the blending of theory and practice. Course assignments and projects are connected to classrooms and related sites. Additionally, through field experience in school districts and other community agencies, all SLP candidates are provided with opportunities to apply theoretical issues in challenging practical settings.

• Standards Based:

  The SLP program responds to the CTC Preliminary Content Standards set by the CTC in 2014. As they progress through their course of study, candidates are provided a range of opportunities to demonstrate competencies to meet and exceed the CTC standards.

• Performance Based:

  To ensure that the SLP program connects with the needs of the schools within our service area, the SLP program is evaluated systematically. Through these systematic and frequent evaluations, the SLP program is modified to reflect emerging needs in the communities we serve, as well as address emerging developments in the professional fields.