https://www.calstatela.edu/academic/ccoe/aase/masters-program#EDAD

The Educational Leadership Program is designed for aspiring administrators who have successful years of teaching experiences.  The central focus of the Program is to equip the candidates with skills and knowledge required to become effective instructional leaders for preK-12 schools.  Grounded in research, candidates have multiple opportunities to link theory and practice throughout the Program.

One of the special features of the Program is the intertwined curriculum for both degrees and service credentials. Upon successful completion of the one-year program and final assessment, candidates receive a Master of Arts Degree in Educational Administration and a California Preliminary Administrative Services (Tier-1) Credential.  

Graduates of the Educational Administration Program can successfully provide the following services in California public schools as authorized by the CCTC for the holders of the Administrative Services Credentials:

• Develop, coordinate, and assess instructional programs;
• Evaluate certificated and classified personnel;
• Provide student discipline, including but not limited to suspension and expulsion;
• Provide certificated and classified employee 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;
• Evaluate the quality and effectiveness of instructional services at the school site level;
• Evaluate certificated personnel employed at the school site level, with the exception of the site administrator;
• Student and certificated personnel discipline at the school site level.

Institutional Learning Outcomes (ILO) - 2024 Cycle

An Educational Leadership master’s degree program addresses ILO’s by cultivating skills in social responsibility, multicultural awareness, and civic engagement, alongside fostering a commitment to lifelong learning through both scholarly, district, school and community-based projects.

Demonstrating personal and social responsibility, lifelong learning, civic and ethnical issues: Students develop this competency through individual and group efforts, engaging with local schools and participating in collaborative projects. This is assessed through program objectives, culminating experiences, and assessment instruments such as Digital Portfolio and reflection. Students actively apply leadership concepts in a cohort learning community, where they conduct creative scholarly or research projects that address the district and school needs. These experiences allow students to directly contribute to their communities while enhancing their leadership capabilities. The CSULA master’s program instills lifelong learning dispositions through a culminating capstone experience and reflective exercises, which encourage ongoing personal and professional growth.  The program equips graduates with the skills to critically analyze and address civic and ethical challenges in both local and global contexts. Through the capstone experiences of clinical internships, fieldwork, and portfolios, students conduct community-based projects that not only address societal needs but also allow them to articulate and reflect on the broader benefits of such work. These projects encourage students to become proactive problem-solvers, capable of leading initiatives that benefit the public good.

In essence, the program integrates leadership theory with practical, community-based applications, helping students develop a lifelong commitment to civic responsibility and global awareness.

The Educational Leadership Program is designed for aspiring administrators who have at least 4 successful years of teaching experiences.  The central focus of the Program is to equip the candidates with skills and knowledge required to become effective instructional leaders for preK-12 schools.  Grounded in research, candidates have multiple opportunities to link theory and practice throughout the Program.

Program Learning Outcomes (PLO) - 2024 Cycle

(See  Eduational Admin Program Learning Outcomes and Curriculum Map/Assessment Plan Matrix required attachments to this proposal)

The Educational Leadership Program (MA in Educational Administration and Preliminary Administrative Services Credential) addresses the following California Administrator Performance Expectations (CAPEs). Listed below are the Program Learning Outcomes:

1A: Developing a Student-Centered Vision of Teaching and Learning

New administrators develop a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students.

1B: Developing a Shared Vision and Community Commitment

New administrators develop a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students.

1C: Implementing the Vision

New administrators recognize and explain to staff and other stakeholders how the school vision guides planning, decision-making, and the change processes required to continuously improve teaching and learning.

2A: Personal and Professional Learning

New Administrators recognize that professional growth is an essential part of the shared vision to continuously improve the school, staff, student learning, and student safety and well-being.

2B: Promoting Effective Curriculum, Instruction, and Assessment

New administrators understand the role of instructional leader and use the state-adopted standards and frameworks to guide, support, and monitor teaching and learning.

2C: Supporting Teachers to Improve Practice

New administrators know and apply research-based principles of adult learning theory and understand how teachers develop across the phases of their careers, from initial preparation and entry, through induction, ongoing learning, and accomplished practice.

2D: Feedback on Instruction

New administrators know and understand TK-12 student content standards and frameworks, TK-12 performance expectations, and aligned instructional and support practices focused on providing equitable learning opportunities so that all students graduate ready for college and careers.

3A: Operations and Resource Management

New administrators know that day-to-day and long-term management strategies are a foundation for staff and student health, safety, academic learning, and well-being.

3B: Managing Organizational Systems and Human Resources

New administrators know the importance of established structures, policies and practices that lead to all students graduating ready for college and career.

3C: School Climate

New administrators understand the leader’s role in establishing a positive, productive school climate, supportive of staff, students and families.

3D: Managing the School Budget and Personnel

New administrators know how effective management of staff and the school’s budget supports student and site needs

4A: Parent and Family Engagement

New administrators engage families in education and school activities and understand the benefits of, and regulations pertaining to, their involvement.

4B: Community Involvement

New administrators recognize the range of family and community perspectives and, where appropriate, use facilitation skills to assist individuals and groups in reaching consensus on key issues that affect student learning, safety, and well-being.

5A: Reflective Practice

New administrators regularly review and reflect on their performance and consider how their actions affect others and influence progress toward school goals.

5B: Ethical Decision-Making

New administrators develop and know how to use professional influence with staff, students, and community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students.

5C: Ethical Action

New administrators understand that how they carry out professional obligations and responsibilities affects the entire school community.

6A: Understanding and Communicating Policy

New administrators are aware of the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community.

6B: Representing and Promoting the School

New administrators understand that they are a spokesperson for the school’s accomplishments and needs

https://www.calstatela.edu/coe/aase/ma-educational-administration-preliminary-administrative-service-credential