Course Sequence and Learning Outcomes

M.A. with Preliminary Administrative Services Credential Option

Learn about the course sequences and learning outcomes for the upcoming semesters in the M.A. EDL PK-12 w/ Preliminary Administrative Services Credential program option.

Course Sequence

Semester 1

This course introduces concepts, attributes, and characteristics of leadership associated with the challenging contexts of various educational environments. Students are introduced to the importance of vision and the process for developing, sustaining and communicating that vision to achieve higher student achievement by actively and meaningfully including stakeholders.

This course addresses the essential role of the principal as an instructional leader. Data-Driven decision making, professional learning communities, curriculum and instructional issues, and leading diverse schools in efforts to improve student achievement and closing the achievement gap are emphasized.

This is the first of a 3-course research sequence for those pursuing the master’s degree. This course provides an overview of educational research, focusing on understanding research and using research as an educational practitioner. Students are introduced to various quantitative and qualitative research methodologies.

Semester 2

This course serves as an orientation to the program and an introduction to field experience. Students will access their own school data to make instructional and curriculum decisions for improving student achievement.

Model professional growth development. Principles of adult learning; identify and facilitate appropriate professional growth opportunities for staff. Collaboration with others to achieve mission of improving teaching and learning.

This course provides an opportunity for aspiring administrators to learn how to work effectively with families and community members; recognize the goals and aspirations of diverse families; respond to diverse community interests and needs; and mobilize community resources in the service of student achievement.

Work begun in the Fall semester of EDL 660 will continue, and candidates will participate in a second 3-day shadowing experience.

Implementation of PK-12 needs assessment or program evaluation inquiry plans developed in EDL 690. Instrument design and development, followed by data collection. Iterative inquiry and continuous review of findings against guiding questions, adaptation of efforts to achieve inquiry objectives.

Semester 3

This course focuses on various management issues relative to school leadership, including an understanding of legal and financial principles important to the functions of school and district administrators.

This capstone course synthesizes concepts and field experiences from previous courses and emphasizes how school leaders develop school cultures conducive to collaboration and a collective sense of responsibility for student learning. Specific strategies in communication, decision-making, problem solving, and conflict management relative to the visionary leader as a systems thinker are explored.

This course introduces aspiring administrators to various models of supervision and evaluation in elementary and secondary schools. Emphasis is placed on a blending of practical application and well-grounded conceptual understanding. The concepts of supervision and coaching as processes for leading and directing change and school improvement are emphasized. 

Work begun in the Fall semester of EDL 660 will continue, and candidates will participate in a second 3-day shadowing experience

Analysis and reporting of needs assessment and program evaluation findings. Examine qualitative and quantitative data as framed by inquiry plan. Author and present findings, including strengths, recommendations for improvement, and implications for leaders. Reflect on inquiry process for future application.

Additional Requirements for Credential Option Include:

Courses: EDL 640 and EDL 660 (see Preliminary Administrative Services Credential's Course Sequence)

For requirements for credential program admissions, visit How to Apply to the Preliminary Administrative Services Credential. 

Learning Outcomes: California Administrator Performance Expectations (CAPE)

The MA in Educational Leadership benefits from the California Commission on Teaching Credential. The CTC developed the California Administrator Performance Expectations (CAPEs). The CAPEs define competencies demonstrated by successful school leaders. As such, the former, and elevated, degrees employs the CAPEs as program outcomes. 

  • 1A: Developing a Student-Centered Vision of Teaching and Learning
  • 1B: Developing a Shared Vision and Community Commitment
  • 1C: Implementing the Vision
  • 2A: Personal and Professional Learning
  • 2B: Promoting Effective Curriculum, Instruction, and Assessment
  • 2C: Supporting Teachers to Improve Practice
  • 2D: Feedback on Instruction
  • 3A: Operations and Resource Management
  • 3B: Managing Organizational Systems and Human Resources
  • 3C: Managing the School Budget
  • 4A: Parent and Family Engagement
  • 4B: Community Involvement
  • 5A: Reflective Practice
  • 5B: Ethical Decision-Making
  • 5C: Ethical Action
  • 6A: Understanding and Communicating Policy
  • 6B: Representing and Promoting the School

Curriculum Alignment Matrix

Matrix showing where Student Learning Outcomes are Introduced (I), Developed (D), and Mastered (M)

Learning
Outcomes		 600 610 630 650 652 655 660 680 760 696
1A I I D   D M   I   M
1B I I D   D M I   D M
1C I I D   D M   I   M
2A   I D M M M I I D M
2B   I D D M M I I   M
2C   I D D M M I I D M
2D   I D D M M I I D M
3A I       D M     D M
3B I I D D   M     D M
3C I       D M     D M
4A   I       M     D M
4B I         M     D M
5A I I D D   M   I D M
5B       D D M       M
5C I I     D M       M
6A I I D D D M     D M
6B I         M   I D M

Course Sequence Disclosure

While the sequence represent faculty intentions on the date they are published, and are intended to assist students in being present for scheduled meetings, please understand that circumstances may require modifications. We provide these dates far in advance for planning purposes, but students should recognize needs may necessitate changes. The faculty are committed to minimizing such changes.