Educational Leadership (EDLD)

Develops the skills needed to make reasoned judgment as a research consumer and begin to evaluate the problems of practice which confront school leaders. Uses educational research on issues of equity and justice to build proficiency in foundational research concepts, terms, methodology, and ethical considerations. Letter grade only. Not challengeable.

This course will examine multiple methods of research in counseling and human development. Quantitative, qualitative, and mixed-methods research will be discussed. Specifically, students will be exposed to the many aspects of the research process: theoretical frameworks, research questions, research proposal, survey design and implementation, interviews, observations, interpretation of statistics, and presentation of findings. Students will learn how to use research and data to inform their professional practice. Letter grade only. Not challengeable.

Builds candidates knowledge and understanding of how educational leadership can allow leaders to manage and lead an organization. Provides a foundation of educational leadership in the PK-12 educational setting and other educational settings. Introduces the discussion of how to develop the leadership capacity and skills to manage various tasks while learning to lead with vision, mission, and goal(s) in mind. Letter grade only. Not challengeable.

Provides an overview of organizational theories, strategic planning processes, and the various systems connected to educational leadership. Reviews educational change process in planning strategically and the functions, objectives, development, and assessment of strategic plans. It also provides an understanding of the relationship between strategic planning and budget development. Letter grade only. Not challengeable.

Designed to provide students with the fundamental knowledge and the understanding of the educational enterprise, focused specifically on school culture. This course will focus on the concepts and methods from the fields of sociology, philosophy, and the politics of education. This will allow candidates to gain knowledge of, understand, and analyze the current conditions of educational institutions and to evaluate selected proposals and models for reform. Letter grade only. Not challengeable.

Overview of effective leadership in educational settings. This course reviews the administrative role of educational leaders and building a strong leadership and managerial foundation based on educational leadership theory. It develops those who desire to become educational leaders to recognize the importance of leadership in positively impacting schools. As students consider their own leadership theories and philosophies in this course, they will also explore the influences that exist. Letter grade only. Not challengeable.

Develops an educational leaders’ philosophy. Reviews the premise that future school leaders should be life-long learners and pro-active about using data for innovation and change. Fundamentally, this course will support candidates in developing their leadership approach to ensure they effectively empower and entrust educational partners with collective responsibility for meeting the academic, social, emotional, and physical needs of students, pursuant to the mission, vision, and core values of the educational organization. Letter grade only. Not challengeable.

Develops candidates’ ability to apply team-building skills to create an inclusive learning community of diverse members. Candidates investigate ways to strengthen and advance organizations through effective communication, team building, and collaborative skills to promote organizational cultural awareness while garnering community involvement and political support. Letter grade only. Not challengeable.

Provides students with an overview of ethics and the impact on the educational system. This course allows for an opportunity to develop a personal ethical perspective and reviews the skills necessary to navigate ethics in educational leadership. This course will review various ethical principles and legal issues that impact leadership in an educational setting. Letter grade only. Not challengeable.

Supports future educational leaders in ensuring cultural competence. This course will support candidates in developing the ability and capacity to effectively work cross-culturally with various educational partners as leaders. Candidates will learn about cultural proficiency frameworks, culturally sustaining practices, and developing equitable systems. Candidates will develop a sense of what equitable practices are and how this can be utilized to foster organizational growth in an educational setting. Letter grade only. Not challengeable.

This course emphasizes the relationship among public policy, governance, and schooling, as well as management of fiscal resources and business services in California public education. Also, this course emphasizes legal aspects of public education with special emphasis on California. Letter grade only. Not challengeable.

This course supports students in introducing the CalAPA requirements and procedures during the first semester of the Preliminary Administrative Services Credential Program. CRD/NCR only. Not challengeable.

This course is intended to provide the background necessary in curricular, instructional and assessment theory to enable candidates to become change agents in the real world arena of P-12 education. May be taken for letter grade only.

Covers selection, supervision, and evaluation of personnel, along with negotiations, conflict resolution, and employer/employee relationships. Strategies for efficient utilization of staff talent and time also are discussed.

Examines theoretical assumptions of management with emphasis on analysis of leadership, leadership styles, self-assessment and articulation of a vision consistent with a well-developed educational philosophy.

Covers changing issues in education related to meeting the educational needs of students in California school systems. Strategies for providing leadership in dealing constructively with issues in the school and larger community are featured. Texts are supplemented with current applicable original source material. May be taken for letter grade only.

Covers changing demographics in California and issues related to meeting educational needs of students in California school systems. May be taken for credit/no credit only. Not challengeable.

Covers changing demographics in California and issues related to meeting educational needs of students in California school systems. May be taken for credit/no credit only. Not challengeable.

Covers changing demographics in California and issues related to meeting educational needs of students in California school systems. May be taken for credit/no credit only. Not challengeable.

Studies the principles and practices of public school management, human relations, leadership, organizational systems, school-community collaboration, and team building. No Directed Study.

Emphasizes the relationship among public policy, governance, and schooling, as well as management of fiscal resources and business services in California public education.

Emphasizes legal aspects of public education, with special emphasis on California.

This course supports students in completing the CalAPA requirements and procedures during the final semester of the Preliminary Administrative Services Credential. CRD/NCR only. Not challengeable.

. The University of La Verne Clear Administrative Services Credential (CASC) Induction Program is an online individualized, job-embedded two-year coaching program based on two academic semesters per year. Each term consists of 2 units of individual coaching and 2 units of professional learning. A minimum of 20-30 hours of coaching per semester and 30 hours of professional learning per semester are required. Letter grade only.

. The University of La Verne Clear Administrative Services Credential (CASC) Induction Program is an online individualized, job-embedded two-year coaching program based on two academic semesters per year. Each term consists of 2 units of individual coaching and 2 units of professional learning. A minimum of 20-30 hours of coaching per semester and 30 hours of professional learning per semester are required. Letter grade only.

. The University of La Verne Clear Administrative Services Credential (CASC) Induction Program is an online individualized, job-embedded two-year coaching program based on two academic semesters per year. Each term consists of 2 units of individual coaching and 2 units of professional learning. A minimum of 20-30 hours of coaching per semester and 30 hours of professional learning per semester are required. Letter grade only.

. The University of La Verne Clear Administrative Services Credential (CASC) Induction Program is an online individualized, job-embedded two-year coaching program based on two academic semesters per year. Each term consists of 2 units of individual coaching and 2 units of professional learning. A minimum of 20-30 hours of coaching per semester and 30 hours of professional learning per semester are required. Letter grade only.

. The University of La Verne Clear Administrative Services Credential (CASC) Induction Program is an online individualized, job-embedded two-year coaching program based on two academic semesters per year. Each term consists of 2 units of individual coaching and 2 units of professional learning. A minimum of 20-30 hours of coaching per semester and 30 hours of professional learning per semester are required. Letter grade only.

. The University of La Verne Clear Administrative Services Credential (CASC) Induction Program is an online individualized, job-embedded two-year coaching program based on two academic semesters per year. Each term consists of 2 units of individual coaching and 2 units of professional learning. A minimum of 20-30 hours of coaching per semester and 30 hours of professional learning per semester are required. Letter grade only.

. The University of La Verne Clear Administrative Services Credential (CASC) Induction Program is an online individualized, job-embedded two-year coaching program based on two academic semesters per year. Each term consists of 2 units of individual coaching and 2 units of professional learning. A minimum of 20-30 hours of coaching per semester and 30 hours of professional learning per semester are required. Letter grade only.

. The University of La Verne Clear Administrative Services Credential (CASC) Induction Program is an online individualized, job-embedded two-year coaching program based on two academic semesters per year. Each term consists of 2 units of individual coaching and 2 units of professional learning. A minimum of 20-30 hours of coaching per semester and 30 hours of professional learning per semester are required. Letter grade only.

Finalizes candidates' educational leadership learnings through a capstone project and presentation. Candidates will triangulate data using critical self-reflection skills, credible literature grounded in research, and observations as a method to discuss a problem or issue in education. Upon completion of the written project, candidates will be required to summarize learnings and present their project to classmates and peers. Credit/no credit only. Not challengeable.

Student-designed courses approved by a faculty member. Prior approval of goals, objectives, procedures, and assessment plan is required. May be taken multiple times with a different topic for credit. Not challengeable.

This course engages students in understanding, applying, and evaluating their individual leadership methodologies and practices in an educational setting. It emphasizes guiding both individuals and teams within educational institutions. Students will assess and enhance skills pertinent to strategic planning, decision-making, and resource allocation. By drawing insights from diverse theories, models, and approaches, participants will analyze their leadership styles, as well as explore strategies for effective team leadership and adeptly navigating the intricate political landscape inherent within educational organizations. CRD/NCR only. Not challengeable.

This course offers an introductory overview of critical educational theories, key historical milestones in education, policy implications, and ongoing discussions on equity in education. The exploration of these concepts is contextualized within their relevance to current professional goals and future aspirations. Additionally, the course acquaints students with educational research design, methodologies, discoveries, and considerations related to target audiences, laying a solid groundwork for addressing real-world challenges through their Problem of Practice. CRD/NCR only. Not challengeable.

This course delves into the integration of diverse organizational theories within educational institutions by examining the structure of schools. It focuses on the crucial roles played by teachers, principals, and other school personnel. Additionally, the course explores strategies for managing conflicts and effectively navigating competing tensions within educational contexts. By merging theoretical perspectives with practical applications, participants will develop a comprehensive understanding of how organizational theories influence and shape the dynamics of educational institutions, offering insights into effective leadership strategies and organizational management practices. CRD/NCR only. Not challengeable.

This course will explore qualitative research methods specifically aimed at facilitating organizational change within educational contexts. Students will gain proficiency in employing qualitative data analysis techniques to identify both strengths and challenges within their schools and districts. The focus is on leveraging research methods to inform strategic improvements within educational institutions. CRD/NCR only. Not challengeable.

This course provides an in-depth examination of transformation within educational settings by leveraging insights from organizational theory, structural frameworks, and cultural dynamics. It delves into the complexities of change processes, encompassing the multifaceted dimensions of change leadership strategies and styles. Additionally, candidates will enhance their capacity for reflective practice. These insights will be applied within P-12 educational institutions, offering platforms to test theories and strategies tailored to adapt and thrive within the ever-evolving landscape of education. CRD/NCR only. Not challengeable.

This course will explore quantitative research methods specifically aimed at facilitating organizational change within educational contexts. Students will gain proficiency in employing quantitative data analysis techniques to identify both strengths and challenges within their schools and districts. The focus is on leveraging research methods to inform strategic improvements within educational institutions. CRD/NCR only. Not challengeable.

This course delves into ethical principles central to educational leadership, emphasizing the significance of ethical decision-making, moral leadership, and social responsibility within the educational setting. Participants will showcase their ability to foster cross-cultural connections among diverse groups, aiming to improve student performance and advance social justice in education. Through this course, students will cultivate the necessary skills to serve as impactful agents of change, striving to ensure that academic excellence is accessible and inclusive for all students. CRD/NCR only. Not challengeable.

This course offers a hands-on approach to acquaint students with research design and methodology, aimed at deepening their understanding of research within educational administration. The focus is on cultivating the skills needed to critically evaluate research studies and conduct comparative assessments of organizational analyses. Students will gain practical knowledge and tools essential for advancing their proficiency in conducting impactful research within educational settings. Key Assignment: POP proposal. CRD/NCR only. Not challengeable.

This advanced course focuses on examining curriculum and instruction through the lens of effective leadership within P-12 educational settings. Students will explore the dynamic landscape of current issues influencing school curriculum, investigating policy initiatives and reform efforts that significantly impact decision-making processes. The curriculum aims to equip students with the skills necessary to critically analyze, design, and implement effective strategies for evaluating and implementing district and school curricula. Moreover, the course encourages an exploration of the extensive and impactful implications of curricular decisions on educational programming and student outcomes. CRD/NCR only. Not challengeable.

This course explores action research as a driving force for the professional development of educators and administrators, fostering improvements in instructional methodologies. Emphasizing practitioner inquiry, participants will engage in careful documentation and systematic analysis of practices over an extended period. Through diverse data collection and analysis techniques, students will create customized action research projects tailored to their individual school environments. The course serves as an introduction to the fundamental principles, objectives, and methodologies of action research and practitioner inquiry, empowering participants to make meaningful improvements within their educational settings. Key Assignment: POP Action Plan. CRD/NCR only. Not challengeable.

This course offers an in-depth exploration of the expansive educational policy landscape, fostering discussions and research focused on educational reform, equity, and instructional leadership. Candidates will engage in critical analyses of educational policies across local, state, and national levels. The course aims to empower participants with the knowledge and skills necessary to navigate and comprehend the complexities of educational policies, enabling them to contribute effectively to transformative educational reforms and equitable instructional leadership initiatives. CRD/NCR only. Not challengeable.

Candidates work with an adviser to conduct individual research and writing in order to complete their Problem of Practice. Candidates demonstrate the immediate and long-term impact of the proposed plan on their organization. As culmination, candidates present their plan to their regional cohort faculty and peers. Capstone: Problem of Practice Presentation and Defense. CRD/NCR only. Not challengeable.