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Program Overview:
The CSUDH Preliminary Administrative Services Credential program has been approved by the CCTC and听meets the Standards of Quality and Effectiveness for Preliminary Administrative Services Credential Programs as required by the CCTC.
Multiple pathways are offered to obtain the Preliminary Administrative Services Credential:
- Hybrid pathway with in-person weekly class
- Online pathway with synchronous weekly online class
- CASLA (Charter and Autonomous School Leadership Academy) Hybrid pathway for charter and autonomous school educators. CASLA includes synchronous weekly online class and a few in-person weekend clinics.听听
An Internship Program is also available for candidates already serving in an administrative capacity and must earn their Preliminary Administrative Service Credential. Interns choose one of the pathways (hybrid, online, or CASLA) to complete the program.
This program prepares you to excel in performing responsibilities of entry-level school administrative positions. The program content includes both knowledge and practice components designed to meet the needs of urban schools both today and in the future.听
Upon completing the program, candidates will receive CSUDH鈥檚 recommendation and will submit an application and fee to the CCTC for a Certificate of Eligibility for the Preliminary Administrative Services Credential. This certificate authorizes the candidate to seek initial employment as an administrator, but does not authorize on-going administrative service. Once employed in an administrative position, the candidate is eligible for the Preliminary Administrative Services Credential. When an administrative position is obtained, an application must be filed with the CCTC, and the Preliminary Administrative Services Credential authorizing service as an administrator will be issued.
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the听Preliminary听Induction Administrative Services Credential program.
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Masters Degree Requirements
The Master of Arts in School leadership requires completion of 32 units of coursework with a minimum 3.0 grade point average. A minimum of 26 semester units must be completed in residence. Courses taken previously may be used to meet the course content requirements of a graduate program if they have been completed within the seven years immediately preceding the completion of the requirements for the degree. However, no courses may apply toward the required number of units of approved graduate work that have been used to meet the requirements of another degree.
After completion of all course work or during the last semester of course work, the M.A. degree candidate must take and pass the comprehensive written examination to earn a masters degree; the examination is composed of several case study analysis. There is only one retake opportunity.
Students may take up to seven years to complete the course work, including the comprehensive exam. Course work that does not meet the seven-year deadline will have to be repeated and/or replaced by other courses with the approval of the program advisor.
A Graduation Writing Assessment Requirement (GWAR) is no longer required for graduate-level courses. For more information about the Graduation Writing Assessment Requirement (GWAR) and GWE, visit the University Testing Office.
Required Courses for Master of Arts in School Leadership
In addition to the major requirements, students must meet all university requirements for the master鈥檚 degree.
Please see the university catalog:
University Catalog
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Required Courses for Credential (26 units):
| FALL SEMESTER (13 Units) | SPRING SEMESTER (13 Units) |
| SLP 551 Visionary Leadership (3 units) SLP 552 Instructional Leadership: Teaching and Learning (3 units) SLP 556 Political, Social, Economic, Legal and Cultural Leadership (3 units) SLP 550 Preliminary Leadership (2 units) SLP 560 Fieldwork (2 units) | SLP 553 Organizational Leadership and Resource Management (3) SLP 554 Collaborative and Responsive Leadership for All Students (3) SLP 555 Ethical Leadership (3) SLP 557 Assessment, Preliminary Leadership (2) SLP 561 Fieldwork (2 units) |
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Additional Required Courses for MA School Leadership (6 units):
SUMMER SEMESTER (6 Units)
GED 500 Research Methods in Education (3 units)
GED 501 Seminar in Learning and Development (3 units)
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Program Learning Outcomes
PLO1: Understand school governance and the roles and relationships of stakeholders to develop and apply a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students, guides planning, decision-making, and the change processes required to continuously improve teaching and learning.
PLO2: Understand the role of the instructional leader and use the state-adopted standards, frameworks, and teacher performance expectations, as well as apply research-based principles of adult learning theory to understand how teachers develop across the phases of their careers, guide, support, provide teachers feedback, and monitor teaching and learning.
PLO3: Understand the leader鈥檚 role in establishing a positive, productive school climate, developing a budget and the staff, and be critical of how established structures, policies and practices are supportive of staff, students and families and lead to all students graduating ready for college and career.
PLO4: Recognize the range of family and community perspectives and engage families in education and school activities as well as use facilitation skills to assist individuals and groups in reaching consensus on key issues (student learning, safety, and well-being) and understand the benefits of and regulations pertaining to their involvement.
PLO5: Develop and know how to use professional influence with staff, students, and community to develop a climate of trust, mutual respect, ethical and professional conduct, and honest communication necessary to consistently make fair and equitable decisions on behalf of all students as well as regularly review and reflect on their performance and consider how their actions affect the entire school community.
PLO6: Using the Critical Race Theory framework, understand the important role education policy plays in shaping the learning experiences of students, staff, families, and the larger school community as well as a leaders鈥� influence in political, social, economic, legal and cultural contexts affecting education to improve education policies and practices.
PLO7: Engage in participatory action research to mitigate an inequity at their school and demonstrate professional school leadership behaviors (CPSELS) by working with a community of practice using adult learning theory in order to make meaningful leadership contributions to their schools, and express findings as well as advanced ideas/research about school leadership orally via a presentation to sitting administrators.
PLO8: Demonstrate ability to develop knowledge of educational leadership theory, behaviors, dispositions and grow their own leadership dispositions and behaviors through regular identification, feedback and reflection to gain self-awareness and self-actualization.:
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Cost:
For up-to-date costs, please see the .
Time:
Credential students take 13 units in the fall and 13 units in the spring to complete their credential requirements. Six additional units can be taken in the following summer or subsequent fall to complete the master degree requirements.