Preliminary Administrative Services Credential (PASC)

GEL6003

Instructional Leadership (3 units) (CYCLE 3)

This course addresses a candidate’s knowledge of California’s student academic content standards; appropriate and effective curriculum, instructional, and assessment practices; and the candidate’s ability to analyze classroom instruction and provide focused, constructive feedback to teachers to improve teaching and learning for all students.

MA/MS PASC candidates must complete and submit each of the four (4) components of the CalAPA Cycle 3 associated with this course to the course professor, to the fieldwork supervisor through Taskstream, and to Pearson (if applicable). Scoring for successful submission to Pearson will only be scored on a “Credit/No Credit” basis as part of fieldwork for this course. A letter grade will be submitted for the course by the instructor.

1. Complete and submit the Investigate activity for the CalAPA cycle related to this course (Add a summary of this completed activity to *Form B for GEL6003, and complete a Form C for this step to be submitted in Taskstream to your University Supervisor).
2. Complete and submit the Plan activity for the CalAPA cycle related to this course. (Add a summary of this completed activity to *Form B for GEL6003, and complete a Form C for this step to be submitted in Taskstream to your University Supervisor).
3. Complete and submit the Act activity for the CalAPA cycle related to this course. (Add a summary of this completed activity to *Form B for GEL6003, and complete a Form C for this step to be submitted in Taskstream to your University Supervisor).
4. Complete and submit the Reflect activity for the CalAPA cycle related to this course. (Add a summary of this completed activity to *Form B for GEL6003, and complete a Form C for this step

Concurrent Course: GEL6003F (1 Unit)

GEL6004

Equitable and Socially Just School Communities (3 units) (non-APA)

This course provides an opportunity for the candidate to learn how to work effectively as a leader with the entire school community. Candidates will understand and address the diverse expectations, needs, aspirations, and goals of family and community groups and learn how to mobilize community resources in planning and decision-making for student achievement. The program offers the candidate an opportunity to examine and evaluate their attitudes toward people of different races, cultures, and ethnic backgrounds as well as examine their attitudes towards sexual orientation and individuals with disabilities so they will be effective leaders in a diverse setting and value individuals from different family structures, religions, races, cultures, socio-economic statuses, and ethnic backgrounds, and treat them with fairness and respect. Candidates will learn theories, practices, and application of restorative justice and social justice models.

2 Required Fieldwork Assignments and 2 chosen from the Discretionary List:

1. Research a current national or regional educational topic/issue and identify the equity, cultural, and or social issues that impact how a school may have to change to meet the current expectation, policy, and/or court decisions.
2. Develop an action plan with goals, activities, and a timeline for strengthening parental involvement and parent education on their campus.  Using district and school resources (SARC, Single Plan for Student Achievement, Strategic Plan) and demographic data, the candidate will identify barriers and opportunities for enhancing parent involvement at the school for the following groups:  PTA, ELAC, SSC, Special Needs, GATE or other identified school groups or committees.  Candidates will include district, community, and family resources that support parental involvement for increasing student achievement.  Scholarly research on best practices regarding successful parent involvement strategies should be used for citations.
3. Choose from the Discretionary (D) List approved by University Supervisor and Site Supervisor
4. Choose from the Discretionary (D) List approved by University Supervisor and Site Supervisor

Concurrent Course: GEL6004F (1 Unit)

GEL6005

Organizational and Systems Leadership (3 units) (non-APA)

This course provides an opportunity for the candidate to learn how to implement California school laws, guidelines, and other relevant federal, state, and local requirements and regulations; develop and implement the school’s budget; and understand and manage the complex interaction of all of the school’s systems to promote teaching and learning.

2 Required Fieldwork Assignments and 2 chosen from the Discretionary List:

1. Research all funds that come to your school via ALL budget codes.  Write a description of the purpose for each budget source, the restrictions for that source of funds, who have access to those funds, how the use of those funds supports LCAP, and how accountability for use is managed.  Prepare a report using the template provided.
2. Research three different issues at your school site which has occurred over the past three years related to student rights, free speech, harassment, due process, students with disabilities, English learners or mandated reporting.  Identify the Education Code Section and District Policies related to those issues.  One page per issue.
3. Choose from the Discretionary (D) List approved by University Supervisor and Site Supervisor
4. Choose from the Discretionary (D) List approved by University Supervisor and Site Supervisor

GEL6006

School Improvement Leadership (3 units) (CYCLE 1)

This course provides multiple opportunities for the candidate to learn, practice, and reflect on school improvement and enhanced student achievement for all. This course addresses the candidate’s knowledge and strategic implementation of appropriate and effective school improvement, theories and strategies, his/her ability to build capacity, as well as his/her ability to communicate and lead others in continuous improvement and monitoring of these efforts based on school outcomes. There is an opportunity for collaborating with others to identify student and school needs, developing a data-based school growth plan, and identifying and using available human, fiscal, and material resources to implement the school growth plan, using change strategies based on current, relevant theories and best practices in school improvement.

Must be completed during enrollment in GEL 6006:

MA/MS PASC candidates must complete and submit each of the four (4) components of the CalAPA Cycle 1 associated with this course to the course professor, to the fieldwork supervisor, and to Pearson (if applicable).  Scoring for successful submission to Pearson will only be scored on a “Credit/No Credit” basis as part of fieldwork for this course. A letter grade will be submitted for the course by the instructor.

1. Complete and submit the Investigate activity for the CalAPA cycle related to this course (Add a summary of this completed activity to *Form B for GEL6006, and complete a Form C for this step to be submitted in Taskstream to your University Supervisor).
2. Complete and submit the Plan activity for the CalAPA cycle related to this course. (Add a summary of this completed activity to *Form B for GEL6006, and complete a Form C for this step to be submitted in Taskstream to your University Supervisor).
3. Complete and submit the Act activity for the CalAPA cycle related to this course. (Add a summary of this completed activity to *Form B for GEL6006, and complete a Form C for this step to be submitted in Taskstream to your University Supervisor).
4. Complete and submit the Reflect activity for the CalAPA cycle related to this course. (Add a summary of this completed activity to *Form B for GEL6006, and complete a Form C for this step to be submitted in Taskstream to your University Supervisor).

GEL6007

Professional Growth and Learning Leadership (3 units) (CYCLE 2)

This course teaches candidates to model professional growth, framed around principles of adult learning, and identify and facilitate focused, developmentally appropriate professional growth opportunities to build individual and collective capacity. These capacities include collaborating with others to help achieve the school’s vision through professional learning focused on improving teaching and learning. The program provides multiple opportunities for each candidate to learn, practice, and reflect on professional growth leadership.

Must be completed during enrollment in GEL6007:

MA/MS PASC candidates must complete and submit each of the four (4) components of the CalAPA Cycle 2 associated with this course to the course professor, to the fieldwork supervisor, and to Pearson (if applicable).  Scoring for successful submission to Pearson will only be scored on a “Credit/No Credit” basis as part of fieldwork for this course.   A letter grade will be submitted for the course by the instructor.

1. Complete and submit the Investigate activity for the CalAPA cycle related to this course (Add a summary of this completed activity to *Form B for GEL6007, and complete a Form C for this step to be submitted in Taskstream to your University Supervisor).
2. Complete and submit the Plan activity for the CalAPA cycle related to this course. (Add a summary of this completed activity to *Form B for GEL6007, and complete a Form C for this step to be submitted in Taskstream to your University Supervisor).
3. Complete and submit the Act activity for the CalAPA cycle related to this course. (Add a summary of this completed activity to *Form B for GEL6007, and complete a Form C for this step to be submitted in Taskstream to your University Supervisor).
4. Complete and submit the Reflect activity for the CalAPA cycle related to this course. (Add a summary of this completed activity to *Form B for GEL6007, and complete a Form C for this step to be submitted in Taskstream to your University Supervisor).

GEL6008

Ethical and Visionary Leadership (3 units) (non-APA)

This course provides an opportunity for the candidate to learn and develop and implement a school vision based in ethical, just, and moral practices to enhance learning for faculty, staff, and students. Leadership theories, problem and decision-making models and socially just practices will be explored through case studies and simulations. The candidate has multiple opportunities to model personal and professional ethics, integrity, justice, and fairness and receive feedback from faculty and peers; reflect on personal leadership beliefs and practices; develop mechanisms for sustaining personal motivation, commitment, energy and health and learn to balance professional and personal responsibilities.

2 Required Fieldwork Assignments and 2 chosen from the Discretionary List:

1. Complete a mission and a vision statement, including their leadership values for an exemplary school of the future. Candidates should ensure that their vision is inclusive of the needs of all students (students with exceptionalities and of different ethnic, racial, gender, sexual orientation, language, religious, socioeconomic, and regional/geographic origins) and address the impact of diversity to create a culture of inclusiveness and high expectations in a standards-based educational system and in the school-wide programs, plans, and activities necessary to enact the vision.  Identify barriers to accomplishing that vision and then create a realistic action plan to address those barriers and implement the vision through the leveraging and marshaling of necessary resources.
2. Develop a personal and professional ethics and leadership platform.  They will describe their leadership style(s) and reflect on how their ethics and values impact their leadership style(s) and the expectations they have for themselves and others.
3. Choose from the Discretionary (D) List approved by University Supervisor and Site Supervisor
4. Choose from the Discretionary (D) List approved by University Supervisor and Site Supervisor

Concurrent Course: GEL6008F (1 Unit)

Total Credential Units: 24

GED6072

Philosophy of Education (3 units)

This course is designed to guide and support graduate candidates in teaching and learning, counseling, and administration in clarifying a functional personal philosophy of education by extending, refining, and constructively applying their knowledge of the dominating philosophies of education. This course will provide candidates with an overview of both classical and contemporary philosophies and theories of education. The course includes an introduction to the Judeo-Christian tradition (especially the Wesleyan perspective) and how this tradition informs the discipline and can provide a framework for interaction between and among educators, students, support staff, parents, and culturally diverse traditions and school communities. The emphasis of study in this course leads to the development of a Personal Educational Philosophy for each candidate through focused reading, enhanced critical thinking skills, encouraging meaningful personal and professional reflection, and providing for formative shared thought.

GED6081

Educational Measurement and Evaluation (3 units)

Study of validity and accuracy of examinations and marking systems across age spans and educational venues; use of statistical procedures to interpret test results; nature, function, and use of standardized tests and authentic assessment including portfolio methods for diagnosis and guidance; a brief overview of educational research methods.

GED6094

Action Research Project (3 Units)  

This course is designed to explicitly support Master of Arts degree candidates to learn the process of action research and apply it to an educational setting. Candidates learn the iterative process of plan, assess, reflect, and apply and use research methodology and data collection to an issue of practice. The final action research project integrates the candidate’s learning in the program with a field-based project that draws conclusions that are practical, relevant, and are reflective questions of the candidate’s teaching or leadership experience.

GED6095

Action Research Project and Presentation (3 Units)

This course is designed to complement GED6094, giving the candidate an opportunity to share the action research results obtained in GED6094 and develop a portfolio of the candidate’s learning in the Master of Arts program. Candidates work with a mentor instructor to complete the portfolio and prepare a presentation of both the portfolio and the action research project. At the end of the course, candidates deliver a public presentation of their work.

Prerequisite(s): GED6094

Degree Total Units: 36

Catalog Course Descriptions