Administrative Services: Preliminary
1. Program Summary
|
Location |
Delivery Model |
Pathway |
|
Main Campus |
In-Person |
Traditional |
|
In-Person |
Intern |
|
|
Global Campus |
Hybrid |
Traditional |
|
Hybrid |
Intern |
|
|
Online |
Traditional |
|
|
Online |
Intern |
2. Organizational Structure
3. Faculty Qualifications
There are no active faculty searches at this time.
4. Course Sequence
Link to catalog for Preliminary Administrative Services Credential Program for Main Campus and Global Campus
Link to catalog for MA Degree with Credential Option Program for Main Campus and Global Campus
Link to Main Campus PASC-Only Program
Link to Main Campus MA Degree with Credential Option Program
Link to Global Campus website for PASC-Only Program
Link to Global Campus website for MA Degree with Credential Option Program
5. Course Matrix
6. Fieldwork and Clinical Practice
|
Clinical Practices/Fieldwork Experiences |
|
|
Fall Semester: Triad Learning Walks |
35 Hours |
|
Spring Semester: Plan, Implement, and Participate in Professional Learning |
30 Hours |
|
Spring Semester: Principal Shadowing |
25 Hours |
|
Total Clinical/Fieldwork Hours |
90 Hours |
All potential candidates will be required to meet the requirements of the Commission program standards for PASC which include, a valid California Credential, to be considered for admission to the PASC program. These requirements are stated in the PASC Student Handbook. In addition, the candidate, University Supervisor, and site principal mentor must enter a formal agreement prior to beginning the PASC program which clearly delineates the requirements of the candidates, the mentor principal, and the University supervisor: Formal Agreement
The credential requirements for PASC are a Valid California credential such as:
- a clear or life California multiple subjects or single subject teaching credential
- a clear or life California designated subjects teaching credential in adult education, career technical education, vocational education, or other special subjects services credential in pupil personnel services, health services for school nurse, teacher librarian services, or
- speech-language pathology or clinical or rehabilitative services requiring a baccalaureate degree and a program of professional preparation, including field work or the equivalent.
The process to verify the prospective candidates meet this criteria will be done by the SDSU program administrator who will certify that each candidate (in all programs supported by SDSU) admitted to the PASC Credential Program possesses a minimum of one of the credentials stated above (Program Admissions Checklist). The administrative services credential program is situated within the School of Educational. The program administrator will regularly convene with the SDSU’s credential analyst to confirm the requirements stated above and document these preconditions on the tracking sheet.
The expectations for all clinical experiences begin with clear goals and objectives that drive the overall experiences candidates are engaged in beginning with the Fall semester and concluding in the Spring semester of the 3-semester program. Two of the clinical experiences place the candidate at their respective school site. The principal shadowing experience places the candidate at a school site other than where the candidate is employed. If the candidate is not working at a school site, the program administrator in collaboration with the University Supervisor will work to find an appropriate school site for the candidate to fulfill all of the clinical fieldwork requirements. Candidates receive ongoing support to fulfill all requirements from their University Supervisor in collaboration with the mentor principal. These supports include clear information regarding all steps to complete all requirements, coaching, check-ins, and tutorials, as needed. The University also reviews the details and assessment expectation via rubric review sessions.
The goals, objectives, and descriptions of the clinical fieldwork is shared with the candidate and the mentor principal. A comprehensive orientation to teach all components and requirements is mandatory for the University Supervisors. Monthly check-in occurs with the University Supervisor throughout the 2 semesters. These include:
Goal for Clinical Fieldwork:
To connect the rigorous work introduced, practiced, and assessed in three courses (School Improvement Leadership, Professional Growth and Learning Leadership, and Instructional Improvement).
CalAPA, Cycle 1, 2, and 3 to consequential fieldwork where students have the opportunity to authentically investigate, develop, present, lead, and participate as a network of aspiring administrators around a problem of practice.
Objectives for Clinical Fieldwork:
- For students to demonstrate proficiency in collecting, investigating, and analyzing quantitative and qualitative data
- For students to move between theory and practice as they actualize multiple standards derived from the California Administrator Performance Expectations (CAPEs).
- For students to engage as teams of future leaders to support each other in identifying and executing evidence-based practices likely to impact problems of practice contributing to persistent equity gaps at each of their respective schools.
- For students to engage as network teams in data-rich (quantitative & qualitative) conversations that lead to improved equitable student outcomes.
- For students to give and receive growth producing feedback that is specific, timely, positive, with triad peers and delivered in a non-directive voice.
- For students to engage in leadership situations that highlight and grow their leadership knowledge, skills, dispositions, voice and presence.
- For the Program Administrator to be engaged in coaching his/her triad candidates throughout the fieldwork experiences.
- For students to demonstrate proficiency in collecting, investigating, and analyzing quantitative and qualitative data
- For students to move between theory and practice as they actualize multiple standards derived from the California Administrator Performance Expectations (CAPEs).
- For students to engage as teams of future leaders to support each other in identifying and executing evidence-based practices likely to impact problems of practice contributing to persistent equity gaps at each of their respective schools.
- For students to engage as network teams in data-rich (quantitative & qualitative) conversations that lead to improved equitable student outcomes.
- For students to give and receive growth producing feedback that is specific, timely, positive, with triad peers and delivered in a non-directive voice.
- For students to engage in leadership situations that highlight and grow their leadership knowledge, skills, dispositions, voice and presence.
- For the Program Administrator to be engaged in coaching his/her triad candidates throughout the fieldwork experiences
Fall Clinical Experience Description: The clinical fieldwork for fall semester places candidates (aspiring administrators) in triad teams to lead one learning walk and participate in two learning walks. Each learning walk will rotate between the participating candidate’s school sites. The host candidate will provide current school data identifying trends and patterns in the data which leads to an equity gap worthy of addressing. Discussing patterns and trends in the data will provide triad candidates with the ability to understand the implications for the systems and structures within the school and help identify leverage points.
Spring Clinical Experience Description: The Clinical Fieldwork for Spring Semester continues the work accomplished during the first module (Fall Semester) from the Learning Walks and CalAPA Cycle 1. Candidates will have identified persistent Equity Gaps and potential contributing factors to land on a potential Problem of Practice. This has been done through careful collection and analysis of both quantitative and qualitative data. The Learning Walk as a triad provided further insight into observing first hand, the teaching and learning that may be impacting the Problem of Practice. The triad provided additional input on potential high leverage leadership actions to build capacity related to the Problem of Practice. While high leverage leadership actions may focus on a myriad of leadership moves, we are requiring candidates to determine professional learning development/learning that has the greatest potential for impact on the Problem of Practice likely contributing to the persistent Equity Gap(s). Each candidate will host his/her triad members for the professional development/learning session.
The University Supervisor will attend each of his/her/their candidates’ fall and spring clinical practices to observe, assess, and grade the fieldwork assignment. During Steps 1-5, the University Supervisor is an observer and does not contribute to the discussion. This will foster the triad members to engage fully.
Candidates meet regularly with instructors, clinical supervisors, to provide ongoing guidance and support throughout the program. Specifically, candidates meet with their clinical University supervisors monthly, and hold triad meetings at least twice a year with their administrative mentor and University supervisor. Intervention and support procedures are detailed in the PASC student handbook (see this link to Main Campus handbook and this link to Online handbook) and communicated with students throughout the program.
If a candidate is in need of more assistance and depending on the area of need, the mentor, program administrator, University supervisor, and instructor, will meet to discuss next steps with the candidate. These next steps consist of pinpointing where the candidate is struggling and how the program can help with guidance and create a plan of support. After these next steps have been addressed and practiced, the candidate will then participate in a follow up meeting to see how these added supports have helped or not helped. Those who do not fully complete program requirements within the allotted time will be required to reapply to the program the following year.
The 3-courses in bold font are designated for supervised clinical experiences. The syllabi for these course include blank assessment instruments:
Course 1: EDL 630 School Improvement Leadership
Course 2: EDL 610 Visionary Leadership
Course 3: EDL 650 Professional Growth and Learning Leadership
Course 4: EDL 660 Field Work (Learning Walks)
Course 5: EDL 680 Equity Seminar
Course 6: EDL 640 Community Leadership
Course 7: EDL 652 Instructional Improvement Leadership
Course 8: EDL 600 Organizational and Systems Leadership
Course 9: EDL 655 Communication, Problem-solving and Decision Making in PK-12 Systems
Course 10: EDL 660 Field Work (Professional Learning & Principal Shadowing)
7. Implementation of an Administrator Performance Assessment
Link to catalog for Preliminary Administrative Services Credential Program for Main Campus and Global Campus
Link to catalog for MA Degree with Credential Option Program for Main Campus and Global Campus
Link to Main Campus PASC-Only Program
Link to Main Campus MA Degree with Credential Option Program
Link to Global Campus website for PASC-Only Program
Link to Global Campus website for MA Degree with Credential Option Program
Link to MC handbook policy for candidate clinical fieldwork placement
Link to Online handbook policy for candidate clinical fieldwork placement
Our policy for placing candidates in clinical fieldwork are determined by the current role and location of the candidate and by program faculty in the event that the candidate is not in a role working at a school site. If this is the case, the candidate will be assigned to a school site for clinical field work. All fieldwork experiences incorporate “learning while doing,” combining practical experiences with structured reflection and feedback. The goal is to provide a variety of opportunities to connect theory with practice. The design of the fieldwork experiences requires candidates to authentically address complex, adaptive leadership challenges including those related to equity and persistent equity gaps.
The program administrator will work to ensure that candidates’ fieldwork placements are at schools well-positioned to support their development as equity-centered leaders, with attention to specific candidate needs.
The candidate, candidate’s mentor principal, and the clinical supervisor are to meet at the start of the program to ensure that the candidate has the opportunities to complete all clinical experiences and permit video capture as required by the CalAPA. Candidates are encouraged to use their respective district or school media release form to ensure that video recording policies are adhered to when interacting with staff and PK-12 students. These signed documents give candidates permission to reproduce printed, audio, visual, or other electronic means within reasonable use of recordings. Candidates will ensure that all media are verified and stored in a secure location/learning management system. If a candidate needs additional guidance on these policies, then the CalAPA Coordinator will provide the CalAPA Sample Parent/Guardian/Family Consent Form and the CalAPA Sample Volunteer Educator Consent Form.
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